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  • 1.
    Evaldsson, Ann-Carita
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Melander, Helen
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Managing disruptive student conduct: Negative emotions and accountability in reproach-response sequences2017Inngår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 37, s. 73-86Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Building on an ethnomethodological multimodal conversation analytic approach, this paper explores the normative character and interactional embodied organization of negative emotions, in particular displays of anger, in classroom situations in which a student refuses to comply with the teachers’ reproaches. We examine how embodied displays of negative affect and ascriptions of negative emotions work as procedures in teacher-student interactions for invoking issues of accountability and teacher authority for managing problematic classroom conduct. The analyses draw on a video ethnographic study in a special teaching class, tracing trajectories of reproach-response sequences in which a student repeatedly contests the moral ordering of classroom relations. It is found that non-compliant student responses are shaped as embodied affective stances through prosody, body postures, gestures, etc. that accentuate the student’s unwillingness to submit. The results show the dialogical organization of reproach-response sequences and the vulnerability of teacher reproaches to escalation of non-compliant student responses, here indexing aggressive acts as unjustifiable classroom conduct.

  • 2.
    Kontio, Janne
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Making Fun of Language Use: Teasing practices and hybrid language forms in auto mechanic student peer interactions2017Inngår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 37, s. 22-31Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study focuses on how auto mechanics students in an upper secondary school in Sweden use teasing in everyday peer interactions to comment on one another’s language use. Data are drawn from video-ethnographicwork during two years in a Vehicle engineering program taught in and through a foreign language, English. The analyses concern how and in what ways normative expectations on language can be seen to play a role in building an English-speaking classroom community. A linguistic ethnographic approach is taken in order to explore how students’ teasing activities are organized to invoke broader language ideologies. It is found that students’ deploy teasing as a way of co-constructing shifts between different second language registers, linked to classroom language ideologies. It is here argued that engaging in teasing and other joking activities should be seen as conditional for identity construction and peergroup participation at the English medium instruction Vehicle programme.

  • 3.
    Levin, Lena
    et al.
    VTI - The national road and transport research institute.
    Cromdal, Jakob
    Institutionen för samhälls- och välfärdsstudier, Linköping universitet, Campus Norrköping.
    Broth, Mathias
    Institutionen för kultur och kommunikation, Linköping universitet.
    Gazin, Anne-Danièle
    Utrecht University, Netherlands.
    Haddington, Pentti
    University of Oulu, Finland.
    McIlvenny, Paul
    Aalborg University.
    Melander, Helen
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Rauniomaa, Mirka
    Finnish Centre of Excellence in Research on Intersubjectivity in Interaction.
    Unpacking corrections in mobile instruction: Error-occasioned learning opportunities in driving, cycling and aviation training2017Inngår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 38, s. 11-23Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article deals with the organisation of correction in mobile instructional settings. Five sets of video data (>250 h) documenting how learners were instructed to fly aeroplanes, drive cars and ride bicycles in real life traffic were examined to reveal some common features of correction exchanges. Through detailed multimodal analysis of participants' actions, it is shown how instructors systematically elaborate their corrective instructions to include relevant information about the trouble and relevant action - a practice we refer to as the unpacking of correction. It is proposed that the practice of unpacking the local particulars of corrections (i) provides for the instructional character of the interaction, and (ii) is highly sensitive to the relevant physical and mobile contingencies. These findings contribute to the existing literature on the interactional organisation of correction and mobility, as well as to ongoing work in ethnomethodology and conversation analysis on teaching and learning as members' phenomena.

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