Greer-Leyland2018

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Greer-Leyland2018
BibType ARTICLE
Key Greer-Leyland2018
Author(s) Tim Greer, Chris Leyland
Title Naming an activity: Arriving at recognitionals in team-teacher planning talk
Editor(s)
Tag(s) Activity reference, Conversation Analysis, EMCA, Formulation, Recognitionals, Workplace interaction
Publisher
Year 2018
Language English
City
Month mar
Journal Journal of Pragmatics
Volume 126
Number
Pages 52–67
URL Link
DOI 10.1016/j.pragma.2017.11.009
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

Based on a video-recorded corpus of pre-class planning sessions, this study focuses on how team-teachers from different cultural and linguistic backgrounds accomplish the interactional task of identifying and explaining pedagogical activities they will later teach together during an English as a Foreign Language (EFL) lesson. Since a basic issue for these teachers is arriving at a recognizable name for the proposed task that can be understood by both parties, we analyze the interactional practices involved in naming an activity. We draw on Conversation Analytic (CA) research on word choice to show how sequential, categorical, epistemic and bilingual practices are brought to bear on the joint accomplishment of a recognitional formulation of an activity. We identify several interactional practices in which recognitionals play a key role in planning talk between language teachers. Speakers can treat the activity name as potentially unrecognizable through post-formulation explanations or initiating epistemic questions, or use a known recognitional to explain a new activity. Additionally, after a speaker lists the sub-steps involved in a proposed task, a recipient can proffer a name for the activity. These generic interactional practices are put to use in this intercultural workplace to make the plan accessible to all parties. The data are in English and Japanese.

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