Wong2022
| Wong2022 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Wong2022 |
| Author(s) | Jean Wong |
| Title | Finding Action in Grammar: Two Cases from Storytelling in Multilingual Interaction |
| Editor(s) | Anna Filipi, Binh Thanh Ta, Maryanne Theobald |
| Tag(s) | EMCA, Grammar, Storytelling, Multilingual Interaction |
| Publisher | Springer |
| Year | 2022 |
| Language | English |
| City | Singapore |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 403-424 |
| URL | Link |
| DOI | 10.1007/978-981-16-9955-9_20 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Storytelling Practices in Home and Educational Contexts: Perspectives from Conversation Analysis |
| Chapter | |
Abstract
Conversation analytic studies on storytelling have largely been concerned with data from monolingual interaction although the landscape is gradually becoming more encompassing. In this chapter, I investigate storytelling that occurs in two multilingual phone conversations in which English is the language used between the parties. One speaker is a less proficient user of the language while the other one is not. I present two single-case analyses in which two different versions of a telling are produced in response to the same question that is directed to the same multilingual individual. Analyses of the two episodes reveal the ways in which grammar is linked with action, bearing interactional consequences that also speak to the identities of the parties as cultural insider versus cultural outsider with respect to the topic at hand. In teller’s recipient-designing of her responses to the same question, we witness how the parties do and find friendship with one another, using storytelling as an interactional resource. Implications of the study are considered with respect to how CA studies on storytelling contribute to language teachers’ understanding of (second language) interactional competence and differences between the kind of retellings or “story grammar” that one might find in classroom instructional contexts versus that found in life outside the classroom.
Notes
