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Artikkelissa tarkastellaan ulkomaalaisen harjoittelijan sopeutumista työyhteisöön sekä hänen selviytymistään työtehtäviinsä ja sosiaaliseen kanssakäymiseen liittyvistä vuorovaikutustilanteista. Tutkimuskysymyksiä tarkastellaan kielellisen sosiaalistumisen ja työyhteisöviestinnän näkökulmista. Tutkimus on toteutettu laadullisena tapaustutkimuksena. Kohteena on keskisuuri yritys ja tapauksena Suomessa asuvan aasialaistaustaisen liiketalouden opiskelijan kolmen kuukauden mittainen harjoittelujakso. Tutkimusaineisto koostuu harjoittelijan, hänen esimiestensä sekä korkeakoulun harjoittelun ohjaajan teemahaastatteluista. Aineistolähtöinen analyysi nosti työyhteisöön integroitumisen ja sen yhteyden kielitaitoon keskeiseksi teemaksi. Harjoittelija jäi melko ulkopuoliseksi työyhteisössä. Se johtui harjoittelijan itsenäisestä työtehtävästä, harjoittelijan asemasta lyhytaikaisena työntekijänä sekä siitä, että vapaamuotoiset keskustelut tauoilla käytiin pääsääntöisesti suomen kielellä, eikä harjoittelija pystynyt seuraamaan niitä. Työyhteisö ei myöskään riittävästi tukenut hänen suomen kielen oppimistaan, eikä harjoittelijalla itsellään ollut tietoisia strategioita kielen oppimiseen., This paper discusses the socialization of a foreign student trainee in workplace. The paper draws on the results of a qualitative case study of a Finnish mediumsized company, in which a student with Asian background was doing his practical training period of three months. The objective was to study how the student adjusts to the workplace practices, and how he manages the professional and social communication in the work community. The student, the company’s management and the training supervisor of the University of Applied Sciences were interviewed in different phases of this training period. The datadriven analysis revealed that the student stayed as an outsider in the workplace. This can be explained by the short period of the training, by the independency of his work tasks, and by the student’s insufficient Finnish language skills. In addition, the work community did not offer enough support, and the student himself was not prepared to find strategies for language learning.

In this paper, I discuss “leading” in the performance-practice of contemporary music. First, I take a brief view on the development of music from the second half of the 20th century until today to highlight some of the challenges of leading the contemporary music repertoire. I survey existing research on interaction, communication and leadership in ensemble playing and use this viewpoint to briefly explore aspects of leadership and other roles in playing in a contemporary chamber ensemble without a conductor. Finally, I describe my own practice of leading as a violinist through three case studies in the contemporary music repertoire. Based on Leman’s theory of expressive alignment and enactment processes (2016), I approach leading as a multimodal, crossmodal and multidirectional interactive process. I divide leading into temporal and expressive leading techniques that are used to communicate different temporal and expressive musical features. I argue that leading techniques must be practiced and embedded in body language as separate, instrument-specific playing techniques. In addition to leading techniques, I provide temporal, sensorimotor, acoustical, instrument-specific and socio-cultural aspects that affect leading practices.

Contributing to conversation analytic research into ‘atypical interaction’ (i.e. naturally-occurring interactions involving one or more participants with a communication disorder), this paper focuses on talk by individuals who present with both aphasic (language) impairments and other communicative impairments (motor, motor programming or cognitive in nature). It shows how, in three such cases, the co-occurring impairments may each contribute to turns at talk by the atypical speaker which are particularly problematic in terms of their understandability. In each case these trouble source turns result in (1) the production of other-initiations of repair by the recipient which are ‘off track’, and (2) repair sequences which are notably prolonged. This type of investigation fills a gap in existing atypical interaction research where most analysis has focused on the impact of individual communicative impairments on talk-in-interaction.

The internet has changed our lives within just a few decades: we watch TV, pay our bills and fill in our tax forms, book appointments and hotel rooms, look for recipes, communicate, form networks and share our everyday lives on the internet. It would actually be easier to list what we cannot do on the internet rather than list what we do or could do on it. For example, sociologist Christine Hine (2015) has noted that the internet is embedded in our daily lives, cultures, social interactions and economies to the extent that it should no longer be considered a curiosity. The call for papers in Ethnologia Fennica 2015, volume 42, asked writers to discuss how internetrelated communication and social networks are studied and discussed in contemporary ethnological research.