TY  - BOOK
AU  - Jacknick,Christine M.
TI  - Multimodal Participation and Engagement: Social interaction in the Classroom 
T2  - Studies in Social Interaction : SSI
SN  - 9781474455183
U1  - 371.1022 23
PY  - 2022///]
CY  - Edinburgh
PB  - Edinburgh University Press
KW  - Classroom management
KW  - Communication in education
KW  - Interaction analysis in education
KW  - Language & Linguistics
KW  - LANGUAGE ARTS & DISCIPLINES / Linguistics / Sociolinguistics
KW  - bisacsh
N1  - Frontmatter --; Contents --; Preface --; Acknowledgments --; 1. Introduction --; 2. Classroom Discourse and Multimodal Conversation Analysis --; 3. The Presentation of Self as Student --; 4. Student Participation and Engagement --; 5. Multimodal (Non-)participation and (Dis)engagement --; 6. Multimodal Listening --; 7. Non-participation and Disengagement --; 8. Conclusion --; Appendix 1: Transcription Conventions --; Appendix 2: Multimodal Transcript of Extract 6.2 Visual Writing --; Appendix 3: Multimodal Transcript of Extract 6.4 I hope everybody’s noticing --; References --; Index; restricted access
N2  - Conceptualising learner participation as a multimodal phenomenonFeatures extracts from naturally occurring classroom interaction in L2 and non-L2 settingsDefines key pedagogical concepts such as learner participation and learner engagementVideo extracts clearly illustrate multimodal actionsTraditionally, teachers and researchers have looked for student participation in moments when teachers provide interactional space for it – this book takes a more holistic approach, examining how learners are participating (or not) throughout classroom interaction. It looks beyond turn-taking to consider participation as a multimodal phenomenon, including actions such as posture and gaze. It also expands the scope of classroom conversation analysis in three ways: 1) by focusing on student actions 2) by incorporating multimodal analysis, and 3) by examining both language learning contexts and non-L2 classrooms. In doing so the book uncovers how the identity of ‘being a student’ is enacted and provides implications for practice, teacher education and observation including emphasis on teacher interactional awareness and reflective practice
UR  - https://doi.org/10.1515/9781474455206
UR  - https://www.degruyter.com/isbn/9781474455206
UR  - https://www.degruyter.com/document/cover/isbn/9781474455206/original
ER  -