Lefebvre2020

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Lefebvre2020
BibType INCOLLECTION
Key Lefebvre2020
Author(s) Augustin Lefebvre
Title The Anatomy of Learning a Foreign Language in Classroom with a Textbook: An Interactional and Multimodal Approach
Editor(s) Sangeeta Bagga-Gupta, Anne Golden, Lars Holm, Helle Pia Laursen, Anne Pitkänen-Huhta
Tag(s) EMCA, Ethnomethodology, L2 learning, French, Japanese, Classroom interaction, Multimodality, Writing, Reading
Publisher Springer
Year 2020
Language English
City Cham
Month
Journal
Volume
Number
Pages 55–82
URL Link
DOI 10.1007/978-3-030-26994-4_4
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title Reconceptualizing Connections between Language, Literacy and Learning
Chapter

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Abstract

From the perspective of an ethnomethodological (Garfinkel H, Studies in ethnomethodology. Polity Press, Prentice-Hall, 1967) approach of learning (Nishizaka A, Res Lang Soc Interact 39:119–154, 2006; Berducci D, Pragmat Cogn 19:476–506, 2011) and of a conversation analytic and multimodal approach of writing (Mondada L, Svinhufvud K, Language and Dialog 6:1–53, 2016), this chapter proposes to reconceptualise the connections between language, learning and literacy by examining their temporal and multimodal dimensions in social interaction. I focus on the case of the interactional processes through which a teacher and students teach and learn a foreign language with a textbook. Examination of the interactional processes specific to foreign language learning in the classroom presents two heuristic interests: (1) to show that within social interaction, practices such as talking, listening, reading and writing, are not strictly separated but are embedded within a single course of action. (2) observation of how participants articulate these practices within their interaction reflexively indicates how they organize the teaching/learning of a foreign language in an institutional setting.

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