Let’s be for real? Student-led reconfiguration of pedagogical activities in the English as an additional language classroom
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Data de Publicação: | 2017 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Calidoscópio (Online) |
Texto Completo: | https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.151.16 |
Resumo: | This paper examines two occurrences of reconfiguration of instructional activities within talk-in-interaction in an English as an additional language classroom. Grounded on ethnometodological conversation analysis, we analyzed a corpus of thirteen hours of audiovisual recordings in an intermediate level group at a language center. The detailed examination of the reconfigurations of ongoing pedagogical activities shows that the phenomenon involves: (1) a disaffiliative or disaligned triggering action, carried out by students, i.e., a participant other than the one in charge of the extant institutional mandate, i.e., the teacher; (2) a new alignment among interactants, displayed by their actions and by multimodal signals; (3) changes in both the organization of talk-in-interaction and participation framework, with no turn allocation nor orchestration of the interactional flow of the pedagogical activity by the teacher; (4) the affiliation of participants with positions taken by the one who performed the triggering action and the establishment of collaborations; and (5) a complex and intense interactional work accomplished by participants, who mobilize different linguistic and interactional resources and locally renegotiate membership categories. The investigation shows that the teacher’s continuous orientation to her institutional goal may compromise the acceptance of student contributions and prevent them from performing relevant actions through the use of the additional language. We discuss the need to develop flexible teaching skills which may accommodate local and contingent interactional trajectories that may emerge during a pedagogical activity, so as to include potential language and interactional moves that promote learning objects not initially projected in the pedagogical plan.Keywords: pedagogical activity, pedagogical task, classroom talk-ininteraction, participation. |
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Let’s be for real? Student-led reconfiguration of pedagogical activities in the English as an additional language classroomLet’s be for real? A reconfiguração de atividades pedagógicas liderada por alunos na sala de aula de inglês como língua adicionalThis paper examines two occurrences of reconfiguration of instructional activities within talk-in-interaction in an English as an additional language classroom. Grounded on ethnometodological conversation analysis, we analyzed a corpus of thirteen hours of audiovisual recordings in an intermediate level group at a language center. The detailed examination of the reconfigurations of ongoing pedagogical activities shows that the phenomenon involves: (1) a disaffiliative or disaligned triggering action, carried out by students, i.e., a participant other than the one in charge of the extant institutional mandate, i.e., the teacher; (2) a new alignment among interactants, displayed by their actions and by multimodal signals; (3) changes in both the organization of talk-in-interaction and participation framework, with no turn allocation nor orchestration of the interactional flow of the pedagogical activity by the teacher; (4) the affiliation of participants with positions taken by the one who performed the triggering action and the establishment of collaborations; and (5) a complex and intense interactional work accomplished by participants, who mobilize different linguistic and interactional resources and locally renegotiate membership categories. The investigation shows that the teacher’s continuous orientation to her institutional goal may compromise the acceptance of student contributions and prevent them from performing relevant actions through the use of the additional language. We discuss the need to develop flexible teaching skills which may accommodate local and contingent interactional trajectories that may emerge during a pedagogical activity, so as to include potential language and interactional moves that promote learning objects not initially projected in the pedagogical plan.Keywords: pedagogical activity, pedagogical task, classroom talk-ininteraction, participation.Este trabalho examina duas ocorrências de reconfiguração de atividades pedagógicas instrucionais na fala-em-interação de sala de aula de inglês como língua adicional. A partir da perspectiva teórico- -metodológica da Análise da Conversa Etnometodológica, analisou-se um corpus de treze horas de registros audiovisuais, gerados em uma turma de nível intermediário em um curso livre de idiomas. O exame microinteracional das reconfigurações da atividade pedagógica permitiu concluir que o fenômeno envolve: (1) uma ação deflagradora de natureza desafiliativa ou de desalinhamento, realizada por um participante que não detém o mandato institucional; (2) um novo alinhamento conjunto dos interagentes, evidenciado pelas ações que passam a realizar e pela exibição de sinais multimodais; (3) mudanças na organização da fala-em-interação e na estrutura de participação, deixando de ocorrer a pré-alocação dos turnos ou orquestração da atividade pedagógica por um dos participantes; (4) a afiliação dos interagentes com a posição tomada por quem produziu a ação deflagradora da reconfiguração e o estabelecimento de colaborações; e (5) um complexo e intenso trabalho interacional realizado pelos participantes, que mobilizam competências linguísticas e interacionais e renegociam localmente diferentes categorias de pertencimento. A investigação realizada permite concluir que uma orientação rígida do professor para a meta-fim institucional pode impedir que as contribuições dos alunos sejam aceitas e que eles realizem ações relevantes por meio do uso da língua adicional. Pretende-se contribuir para os estudos na área da educação e da linguagem, a partir de uma reflexão quanto à necessidade de desenvolvimento de habilidades docentes que se adaptem às situações locais e contingentes de cada atividade pedagógica, que estejam abertas para as potenciais habilidades linguísticas e interacionais que podem emergir e que incluam objetos de aprendizagem não previstos no planejamento pedagógico.Palavras-chave: atividade pedagógica, fala-em-interação de sala de aula, participação, tarefa pedagógica.Unisinos2017-04-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.151.16Calidoscópio; Vol. 15 No. 1 (2017): January/April; 201-216Calidoscópio; v. 15 n. 1 (2017): janeiro/abril; 201-2162177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosporhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.151.16/6005Knijnik Baumvol, Laurade Moraes Garcez, Pedroinfo:eu-repo/semantics/openAccess2017-06-16T19:14:20Zoai:ojs2.revistas.unisinos.br:article/12031Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2017-06-16T19:14:20Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false |
dc.title.none.fl_str_mv |
Let’s be for real? Student-led reconfiguration of pedagogical activities in the English as an additional language classroom Let’s be for real? A reconfiguração de atividades pedagógicas liderada por alunos na sala de aula de inglês como língua adicional |
title |
Let’s be for real? Student-led reconfiguration of pedagogical activities in the English as an additional language classroom |
spellingShingle |
Let’s be for real? Student-led reconfiguration of pedagogical activities in the English as an additional language classroom Knijnik Baumvol, Laura |
title_short |
Let’s be for real? Student-led reconfiguration of pedagogical activities in the English as an additional language classroom |
title_full |
Let’s be for real? Student-led reconfiguration of pedagogical activities in the English as an additional language classroom |
title_fullStr |
Let’s be for real? Student-led reconfiguration of pedagogical activities in the English as an additional language classroom |
title_full_unstemmed |
Let’s be for real? Student-led reconfiguration of pedagogical activities in the English as an additional language classroom |
title_sort |
Let’s be for real? Student-led reconfiguration of pedagogical activities in the English as an additional language classroom |
author |
Knijnik Baumvol, Laura |
author_facet |
Knijnik Baumvol, Laura de Moraes Garcez, Pedro |
author_role |
author |
author2 |
de Moraes Garcez, Pedro |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Knijnik Baumvol, Laura de Moraes Garcez, Pedro |
description |
This paper examines two occurrences of reconfiguration of instructional activities within talk-in-interaction in an English as an additional language classroom. Grounded on ethnometodological conversation analysis, we analyzed a corpus of thirteen hours of audiovisual recordings in an intermediate level group at a language center. The detailed examination of the reconfigurations of ongoing pedagogical activities shows that the phenomenon involves: (1) a disaffiliative or disaligned triggering action, carried out by students, i.e., a participant other than the one in charge of the extant institutional mandate, i.e., the teacher; (2) a new alignment among interactants, displayed by their actions and by multimodal signals; (3) changes in both the organization of talk-in-interaction and participation framework, with no turn allocation nor orchestration of the interactional flow of the pedagogical activity by the teacher; (4) the affiliation of participants with positions taken by the one who performed the triggering action and the establishment of collaborations; and (5) a complex and intense interactional work accomplished by participants, who mobilize different linguistic and interactional resources and locally renegotiate membership categories. The investigation shows that the teacher’s continuous orientation to her institutional goal may compromise the acceptance of student contributions and prevent them from performing relevant actions through the use of the additional language. We discuss the need to develop flexible teaching skills which may accommodate local and contingent interactional trajectories that may emerge during a pedagogical activity, so as to include potential language and interactional moves that promote learning objects not initially projected in the pedagogical plan.Keywords: pedagogical activity, pedagogical task, classroom talk-ininteraction, participation. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-04-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.151.16 |
url |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.151.16 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.151.16/6005 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Unisinos |
publisher.none.fl_str_mv |
Unisinos |
dc.source.none.fl_str_mv |
Calidoscópio; Vol. 15 No. 1 (2017): January/April; 201-216 Calidoscópio; v. 15 n. 1 (2017): janeiro/abril; 201-216 2177-6202 reponame:Calidoscópio (Online) instname:Universidade do Vale do Rio dos Sinos (UNISINOS) instacron:Unisinos |
instname_str |
Universidade do Vale do Rio dos Sinos (UNISINOS) |
instacron_str |
Unisinos |
institution |
Unisinos |
reponame_str |
Calidoscópio (Online) |
collection |
Calidoscópio (Online) |
repository.name.fl_str_mv |
Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS) |
repository.mail.fl_str_mv |
cmira@unisinos.br || cmira@unisinos.br |
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1792203886750072832 |