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Multimodal Participation and Engagement : Social interaction in the Classroom / Christine M. Jacknick.

By: Material type: TextTextSeries: Studies in Social Interaction : SSIPublisher: Edinburgh : Edinburgh University Press, [2022]Copyright date: ©2021Description: 1 online resource (256 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9781474455183
  • 9781474455206
Subject(s): DDC classification:
  • 371.1022 23
Other classification:
  • online - DeGruyter
Online resources:
Contents:
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
Summary: 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.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781474455206

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 online access with authorization star

http://purl.org/coar/access_right/c_16ec

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.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 25. Jun 2024)