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Les pratiques communicatives en classe : la parole des femmes en milieu scolaire
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Le présent travail porte sur les interruptions intrusives chez les filles en classe de français langue première. La recherche vise à la description de la systématicité de ces interruptions à partir d’une perspective méthodologique de l’analyse conversationnelle. Les objectifs de ce travail sont : 1) la description des séquences d’interruption intrusives chez les filles ; 2) la description des méthodes mobilisées par les interactants lors de la production de ces interruptions et 3) la présentation d’un taux d’interruption et de la fréquence à laquelle le phénomène d’interruption intrusive chez les filles est produit dans les interactions étudiées. Le travail se conclu par une discussion concernant l’effet de ces interruptions sur la construction d’un environnement d’apprentissage vraiment équitable en rapport aux enjeux de genre à l’école.
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... Bien que les résultats de ces recherches aient pointé une systématicité de l'interruption de la parole des femmes dans des contextes les plus variés, les études relatives à ce type d'interruption à l'école -et notamment dans les termes de l'Analyse Conversationnelle (AC) -font défaut. Afin de comprendre si un biais 'genre' concernant le droit à la parole existe également en milieu scolaire, nous avons réalisé une étude portant sur les interruptions intrusives de leur parole subies par les filles en classe de français langue première au secondaire I en Suisse Romande (Carvalho, 2019). Dans les cas où ces interruptions ont été identifiées, notre étude visait la description des séquences concernées, la description des méthodes mobilisées par les interactants lors de la production de ces interruptions ainsi qu'une analyse quantitative consacrée à la discussion du caractère systématique des interruptions de la parole des filles. ...
This article presents the results of a study about intrusive speech interruptions of girls in the school environment. Based on a corpus of interactions observed at a French as first language (L1) classroom, this study aimed to identify and describe the organizational sequence of intrusive interruptions, as well as the resources employed by the participants throughout these interruptions. The frequency of the interruptions suffered by the girls was identified as a means of discussing the systematicity of such interactional phenomenon. In this paper, an example from the analysis of a sequence of intrusive interruptions through a Conversation Analysis perspective will be presented, followed by a brief discussion of the results derived from the rate of girls' speech interruptions. The findings invite us to reflect on a probable devaluation of girls' participation in class and the effects of these interruptions on girls' learning processes. To conclude, some suggestions for practical applications aimed at building a truly gender-equitable learning environment for addressing gender concerns will be provided.
This PhD thesis primarily investigates the interactional unfolding and management of students' claims and teachers' interpretations of insufficient knowledge in two 'English as an Additional Language' classrooms from a multi-modal, conversation analytic perspective. The analyses draw on a close, micro-analytic account of turn-taking practices, repair, and preference organisation as well as various multi-semiotic resources the participants enact during talk-in-interaction including gaze, gestures, body movements, and orientations to classroom artefacts. In this respect, this is the first study to investigate claims of insufficient knowledge (e.g. I don't knows) from a multimodal perspective. Furthermore, although the phenomenon has been investigated from a CA perspective in casual talk and institutional interactions (e.g. Beach and Metzger 1997), this is the first study thus far to thoroughly examine students' claims and teachers' interpretations of insufficient knowledge in educational contexts, and in particular in instructed language learning environments, where English is taught as an additional language.
The research draws upon transcriptions of 16 (classroom) hours of video recordings, which were collected over a six-week period in 2010 in a public school in a multilingual setting; Luxembourg. The findings show that establishing recipiency (Mortensen 2009) through mutual gaze and turn allocation practices have interactional and pedagogical consequences that may lead to claims of insufficient knowledge. The findings also illustrate various multi-modal resources the students use (e.g. gaze movements, facial gestures, and headshake) to initiate embodied claims of no knowledge and that are a focus of orientation for the teacher to interpret insufficient knowledge by initiating 'epistemic status checks'. Finally, it is suggested that certain interactional resources (e.g. embodied vocabulary explanations, Designedly Incomplete Utterances) deployed by the teacher after a student's claim of insufficient knowledge may lead to student engagement, which is a desirable pedagogical goal. The findings of this thesis have implications for the analysis of insufficient knowledge, teaching, and language teacher education. It also has direct implications for L2 Classroom Interactional Competence (Walsh 2006) and the effect of teachers' language use on student participation.
Drawing on recent conversation-analytic and socio-interactionist research on students’ participation in L1 and L2 classroom interaction in teacher-fronted activities, this paper makes a step further by presenting an exploratory study of students’ displays of willingness to participate (WTP) in classroom interaction and pedagogical activities across two educational and classroom settings (L2 classroom group work and CLIL classroom whole-class activity), both of which are characterized by the absence of teachers’ next-speaker selection practices. The study focuses on occasions where students self-select to provide a sequentially relevant second pair-part within the current activity and how it is oriented to by co-participants, particularly when the expected action is not accomplished. Using a multimodal conversation analytic approach, it shows that students’ WTP is indexed as a social, public demonstration of one’s interest to engage in the ongoing activity through displays of attentiveness to unfolding interaction and learning activities, emerging turn-taking and speakership establishment, engaging in foci of attention and participation frameworks, and taking on relevant participant roles. These findings indicate that WTP is not an absolute and fixed concept but is rather constituted by different aspects or levels of engagement displayed by the participants in interaction on a moment-by-moment basis.
This article reflects on recent challenges emerging from the study of language and the body in social interaction. There is a general interest in language and the body across disciplines that has invited a reconceptualization of the broader issues relative to action, cognition, culture, knowledge, social relations and identities, spatiality and temporality. The study of social interaction focuses on how multimodal resources – including language and bodily movements – are holistically and situatedly used in building human action. This article discusses some consequences and challenges of putting the body at the center of attention: it repositions language as one among other modalities, and invites us to consider the involvement of entire bodies in social interaction, overcoming a logo-centric vision of communication, as well as a visuo-centric vision of embodiment. These issues are developed through a series of conversation analytic studies, firstly of classic topics in linguistics like deixis, then of more recent topics, such as mobility and sensoriality.
Paul Seedhouse's
The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective is the fourth volume in the Language Learning Monograph Series. The volumes in this series review recent findings and current theoretical positions, present new data and interpretations, and sketch interdisciplinary research programs. Volumes are authoritative statements by scholars who have led in the development of a particular line of interdisciplinary research and are intended to serve as a benchmark for interdisciplinary research in the years to come. The value of Seedhouse's interdisciplinary focus in the present volume is clear. He synthesizes research from second language acquisition (SLA), applied linguistics, and conversation analysis and helps us to see connections among language pedagogy, classroom talk, and the structures of social action. The reader is reminded that there have been other book-length treatments of second language classroom discourse from the perspective of conversation analysis, but these other books have focused on a small number of lessons or on a small number of classes. Another original contribution of the present volume is that Seedhouse recognizes the tremendous diversity of second language classrooms: Learners differ in their first language(s), whether they speak the same first language or multiple languages, their age, their geographical location, the cultural context of instruction, and so forth. And there are just as many relevant teacher variables. Seedhouse recognizes that diversity by incorporating seven distinct databases of classroom conversations in this study. By comparing talk across many classroom contexts he is able to show that irrespective of that diversity, the reflexive relationship between the pedagogical focus of the lesson and the organization of turn-taking, sequence, and repair holds. (PsycINFO Database Record (c) 2012 APA, all rights reserved)