Abstract
This article reports on multimodal practices used by English as a Second Language students as they work to distribute primary speakership within their peer group discussions. Following Goodwin’s participation framework, the focus is on the embodied conducts of the non-talking recipients and their nonvocal displays of emerging speakership in peer discussions. Analyses of the non-primary speakers’ gaze, gestures, touch, and bodily conduct show that the students’ turn allocation practices embody their sensitivity to the spatial and visual field of co-participants, project changing participation frameworks, and achieve incremental coordination of speaker nomination. Explorations of such nonvocal behaviors lead to a detailed understanding of the students’ embodied participation frameworks and the visible processes through which the students claim or avoid speakership during peer group discussions.
Original language | English |
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Pages (from-to) | 671-692 |
Number of pages | 22 |
Journal | Social Semiotics |
Volume | 27 |
Issue number | 5 |
DOIs | |
State | Published - 20 Oct 2017 |
Bibliographical note
Publisher Copyright:© 2016 Informa UK Limited, trading as Taylor & Francis Group.
Keywords
- ESL
- Multimodality
- academic discussion
- classroom interaction
- embodiment
- gaze
- gesture
- turn allocation
- turn-taking