WaringCarpenter2019
| WaringCarpenter2019 | |
|---|---|
| BibType | INCOLLECTION |
| Key | WaringCarpenter2019 |
| Author(s) | Hansun Zhang Waring, Lauren B. Carpenter |
| Title | Gaze shifts as a resource for managing attention and participation |
| Editor(s) | Joan Kelly Hall, Stephen Daniel Looney |
| Tag(s) | EMCA |
| Publisher | Multilingual Matters |
| Year | 2019 |
| Language | English |
| City | Bristol, UK |
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| Pages | 122–141 |
| URL | Link |
| DOI | 10.21832/9781788925501-010 |
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| Howpublished | |
| Book title | The Embodied Work of Teaching |
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Abstract
With the surge of interest in the study of multimodality in social interaction (Streeck, Goodwin & LeBaron, 2011) and that in second language acquisition and classroom research (McCafferty & Stam, 2008), scholars have become increasingly attuned to those resources that structure and drive interaction beyond the logocentric focus on talk (Goodwin, 2007). Based on 26 hours of video-recorded interaction from an adult ESL class, our analysis shows how gaze shifts can be used to manage attention and recipiency. In particular, upon accepting an individual contribution, the teacher shifts his gaze to (1) call attention to what needs to be treated as important information relevant to the entire class and to (2) return to a wider participation framework where the class as a collective becomes the addressed rather than the unaddressed recipient. Findings of this study contribute to the growing work on multimodality by specifying how gaze shifts constitute a powerful resource for maneuvering the complexity of teaching.
Notes
