Lefebvre2020
| 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) | Bagga-Gupta S., Golden A., Holm L., Laursen H., Pitkänen-Huhta A. |
| Tag(s) | EMCA, Ethnomethodology, L2 learning, French, Japanese, Classroom interaction, Multimodality, Writing, Reading |
| Publisher | |
| Year | 2020 |
| Language | English |
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| Pages | 55-82 |
| URL | Link |
| DOI | https://doi.org/10.1007/978-3-030-26994-4_4 |
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| Howpublished | |
| Book title | Reconceptualizing Connections between Language, Literacy and Learning |
| Chapter | |
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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