Embodied achievement of learnables through enactment
2013 (English)Conference paper, Abstract (Refereed)
Embodied Achievement of Learnables through Enactment
In classroom interaction, sometimes the teacher uses his/her body to depict something or an action for the purpose of solving a problem or problematizing something. This study is about embodied conduct when it is used as an enactment of recurrent and typified actions or things in teaching sequences. In the trajectory of this sequential process, a learnable is an accomplished pedagogical focus in interaction where it is visually observed, witnessed, and recognized (Majlesi & Broth, in press). I have collected video-recorded data from classes where adult learners participate to learn Swedish as an additional language. Drawing upon Ethnomethodology (Garfinkel, 1967; 2002), I will examine the interactional sequences, where enactmentis employed by the participants, to analyze what it does to the sequence of interaction, how it comes about, and what participants in an ongoing interaction achieve with its use. In my analysis, I will also demonstrate how interaction provides affordances(Gibson, 1979) for enactment to be produced and become central in its epistemic ecology (Goodwin, 2010) for all practical purposes. In the presented data, enactment plays a crucial role as to the formation of learnable as an embodied achievement in interaction. Enactment will be claimed to be co-operatively formed and operated on across bodies, and it is sequentially tied to the process of instruction.
Place, publisher, year, edition, pages
Languages and Literature
IdentifiersURN: urn:nbn:se:liu:diva-113629OAI: oai:DiVA.org:liu-113629DiVA: diva2:783522
Thinking, Doing, Learning: Usage Based Perspectives on Language Learning, Kolding,24-26 April, 2013