Evnitskaya2021
| Evnitskaya2021 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Evnitskaya2021 |
| Author(s) | Natalia Evnitskaya |
| Title | Does a Positive Atmosphere Matter? Insights and Pedagogical Implications for Peer Interaction in CLIL Classrooms |
| Editor(s) | Silvia Kunitz, Numa Markee, Olcay Sert |
| Tag(s) | EMCA, Peer Interaction, CLIL |
| Publisher | Springer |
| Year | 2021 |
| Language | English |
| City | Cham |
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| Pages | 169–196 |
| URL | Link |
| DOI | 10.1007/978-3-030-52193-6_9 |
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| Howpublished | |
| Book title | Classroom-Based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy |
| Chapter | |
Abstract
This chapter examines video-recorded peer interactions in one primary Content and Language Integrated Learning (CLIL) maths classroom in Barcelona (Spain) from the perspective of facework (Goffman E, Interaction ritual: essays on face-to-face behaviour. Penguin, Harmondsworth, 1967). It aims to identify and describe how participants establish and manage facework (i.e., pay attention to the possibility of giving offence to others) through interactional resources, including embodied practices, how face concerns are oriented to by co-participants and how collaborative tasks are accomplished in the unfolding interaction. A multimodal conversation-analytic examination of two small group interactions reveals that in Group 1 learners employed a range of linguistic and other semiotic resources, turn-taking practices and the sequential organization of interaction primarily in order to have their individual work revised and approved by other members of the group, which generated a disfluent interaction, a competitive atmosphere and the implicit exclusion of one of the learners. Meanwhile, Group 2 displayed a mutual and continuous orientation towards collective meaning-making, ongoing interaction and the task progress, which generated a positive team atmosphere. The chapter concludes with implications of CA research for CLIL pedagogy and calls for a further exploration of peer interactions in CLIL classrooms and the necessity to raise teachers’ and students’ awareness of the interactional aspects of what constitutes successful group work from an emic perspective.
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