The emergence of learnables in Swedish as second language classroom
2011 (English)Conference paper, Abstract (Refereed)
Emergence of learnable objectsin Swedish-as-a-second-language classroom
This study focuses on how learnable objects emerge in classroom interaction amongstudents who are studying Swedish as a second language. Learnable objects maybedefined as those practices (verbal or otherwise embodied) that are interactionallyoriented to in an emergent sequence of actions as forming an object for instruction(cf. Markee, 2000). Just like repairables (Schegloff et al., 1977) and laughables (Sacks,1974), learnables are constituted retrospectively by a subsequent action that pointsout a prior practice as possibility not known to the participants in interaction. In theSwedish as a second language classroom, learnable objects are typically Swedishlanguage forms that students demonstrably lack when speaking or do not recognize/understand in the talk of the teacher or fellow students as publicly displayed insubsequent talk. Central to this study is how these learnables are collectively topicalizedand collaboratively developed into a "pedagogical focus" (Johnson, 1995), in contrastto those learning objects that already form part of the teacher's pedagogical agenda.Three cases occurring in three different situations form the empirical basis for thestudy. The first case occurs within a task-oriented activity; the second case occurs ina transition between a task in hand and upcoming instruction; and the third caseoccurs during a break in the curricular activities. All cases are taken from approximatelytwenty hours of recordings in second language classrooms with adult immigrants toSweden. The study shows that it is not only the teacher who can make relevant learningobjects in the classroom, but that can also be a more collaborative achievement of theparticipants who orient to an emergent object and talk it into pedagogical activity.Unlike teacher-centered-analyses in second language settings (cf. Seedhouse, 2004),this investigation will pinpoint the practical and embodied achievement of sharedpedagogical foci between students of second language and their teacher. In this way,the multimodal analysis will demonstrate that what is to be instructed, who participatesin the activity of instruction and in which role are not always based on the "primaryframework" (Goffman, 1974) of a pedagogical activity i.e. a pre-planned lesson or aspecific pedagogical task. Instead, such matters turn out to be a matter of negotiationamong the participants to the situated interaction.
Place, publisher, year, edition, pages
Emergent learnable object, classroom interaction, second language learning, lack of linguistic resources, practical action, Swedish-as-a-second-language, pedagogical activity, ethnomethodology, multimodal conversation analysis, sequence organization
Languages and Literature
IdentifiersURN: urn:nbn:se:liu:diva-113620OAI: oai:DiVA.org:liu-113620DiVA: diva2:783501
IIEMCA (10th Conference of the International Institute for Ethnomethodology and Conversation Analysis), Fribourg, 10-14 July 2011.