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Social workers carry much of the frontline authority to define risk to children and discuss it with families. Assessment reports and other institutional documents record professional views about family information, and also have the potential to convey the 'voice' of the family to institutions. Social workers have responsibility for sharing these documents with families, yet little is known about how they do this. This paper focuses on episodes when social workers introduce institutional documents in home visits, and on the family responses elicited. These are high-stakes encounters which, when they go seriously wrong, emerge in the press as tragedies and scandals. For families, these documents carry an emotional depth-charge as intimate, potentially shaming and sometimes inaccurate details of their lives are inscribed in them by and for others. Latour's (1996) concept of interobjectivity sheds light on the use of documents, while concepts of epistemic authority (Heritage and Raymond, 2005) and epistemic injustice (Fricker, 2007) are employed to examine how social workers respond to parental testimony about themselves and their children. Learning how to present institutional documentation in ways that reduce the risk of emotional reactivity and treating family perspectives with epistemic justice may enhance social work practice. At a policy level, the design of documents warrants review, so that they facilitate rather than obstruct social workers' efforts to build what are already fragile relationships with families. [ABSTRACT FROM AUTHOR]

Code-switching is especially common within the Southeast Asian region which is home to a large number of bilinguals and multilinguals. Over the years, code-switching has been studied extensively, both in and out of Asia, via sociolinguistics, structural linguistics, and psycholinguistics. From the psycholinguistic perspective, code-switching is said to be the result of the co-activation of languages during the process of speech production for bilinguals. Grosjean's Language Mode and Green's Control Process Model are two psycholinguistic frameworks focusing on the psycholinguistic as well as interactional factors behind code-switching. However, past studies in this area were mostly experimental in nature. It is necessary to consider authentic production data to develop a greater understanding of the code-switching phenomenon especially within the Southeast Asian context due to its bilingual and multilingual communities. This conceptual paper aims to demonstrate how the interactional and psycholinguistic factors behind code-switching can be examined using authentic production data. In particular, a review of the literature pointed to the Conversation Analysis (CA) approach to code-switching as well as the concepts of triggered code-switching and primed code-switching as being relevant. Accordingly, this paper describes each construct in detail and provides suggestions on how they can be brought together in a single study on code-switching based on authentic production data. [ABSTRACT FROM AUTHOR]

The author, who is a sociologist and psychoanalyst, comments upon Wooffitt's analysis of poetic confluence. Using conversation analysis of moments of interaction where one interlocutor says something that bears a strong resemblance to what has just been in the mind of the other interlocutor, Wooffitt suggests that this form of communication has its function in the neutralization of the mental contents of this other interlocutor. In light of material presented by Schegloff in his earlier work, this appears to be a partial function of poetic confluence but not something that is there in all instances. On a conceptual level, psychoanalysis and sociology have had several moments of rapprochement in history. Wooffitt's plea for dialogue is different: rather than focusing on conceptual linkages between the two disciplines, he proposes meeting through empirical studies of the intersubjective and interactional basis of mental phenomena. [ABSTRACT FROM AUTHOR]

Despite a growing interest in the interaction in academic pedagogical settings, the role of texts in the actual interaction has not been systematically addressed. This article examines the practices and orientations through which written documents have a significant role in the openings of supervision encounters. We use videotaped recordings of supervision encounters and adopt conversation-analytical methodology to analyze the data. The analysis consists of two main foci: (i) the initial moments of the encounter prior to the actual supervisory activity, and (ii) the launching of the supervisory activity and the negotiation of what that activity will entail. We analyze the orientations toward the document as the necessary object of the joint activity and the prominent bodily orientation toward the papers during the initial moments of the encounter. Furthermore, when the participants move from the initial moments of the encounter toward the main activity, the paper document plays a major role in that interaction. In our conclusions, we summarize our observations as shared, implicit orientations related to the role of the document. These assumptions constitute the 'implicit pedagogy' of the supervisory encounter. We will discuss some of the consequences of this type of pedagogy. [ABSTRACT FROM AUTHOR]

Aim. The aim of the paper is (1) to offer an overview of different theoretical approaches to discourse analysis and (2) to review papers published in the Journal of Advanced Nursing from 1996–2004 in which discourse analysis is identified as a method of data analysis. Background. Discourse analysis offers rigorous approaches to analysing naturally occurring talk and texts. Forms of discourse analysis have developed across broad theoretical bases. Such development has created challenges for researchers wishing to adopt this methodology and readers wishing to evaluate the quality of discourse analytic work. Methods. First, key documents which describe the theoretical range of discourse analysis are used to provide (i) a comprehensive overview of the approach, (ii) the identification of categories of discourse analysis and (iii) minimum criteria for determining if an individual paper can realistically claim to be adopting discourse analysis. Secondly, an electronic search followed by hand search of the Journal of Advanced Nursing full- contents between 1996 and 2004 was undertaken. The papers were grouped into the types of approach identified in i, and evaluated to see whether they met the ‘minimum criteria’ also identified in i. Findings. The search of Journal of Advanced Nursing revealed 24 papers where the authors stated that discourse analysis was among the methods or was the sole method of data analysis. The majority of the papers cluster around critical approaches to discourse analysis. Only a few approach discourse analysis primarily as analysis of conversation. Some papers are excellent, while others offer analysis that bears little resemblance to any form of discourse analysis. Conclusions. A strategy for improvement could include more rigorous attention on the part of those practising discourse analysis to methodology and the key features that differentiate the different approaches to discourse analysis from other qualitative methods. Authors should include sufficient detail of their approach. [ABSTRACT FROM AUTHOR]

Abstract: The aim of this paper is to provide a comprehensive overview of ethnomethodology and explore its usefulness as a methodology for nursing. Ethnomethodology was conceived through the writings of Harold Garfinkel, an American Sociologist in 1967. The influence of phenomenology, sociology and writings of the linguistic philosopher Wittengenstein is evident in this methodology. In the 1970s, it was both heralded by some as a threat to sociology and by others as a welcome development borne out of the dissatisfaction with positivist paradigm research. It is a methodology that has been utilised not only by sociologists but also by many health care disciplines. However, its utilisation by nurse researchers has not been widespread. [Copyright &y& Elsevier]

Indicating one's sexuality is performed regularly and easily within everyday interaction, or more specifically, on talk-back radio to thousands of Radio National listeners across Australia. Such information is not simply gleaned indirectly via contextual references; rather it is referentially or directly indexed through other-person reference to wives, husbands or partners. Analysis of 20 talk-back radio programmes shows that callers index their sexuality even when sexuality is not the topic of conversation. Of 249 callers to Radio National, 34 referred to husbands, wives and partners, with 28 of these callers indicating that they were apparently in a heterosexual relationship. The following article initially analyses the way in which callers index their heterosexuality. This is then contrasted with the way in which non-heterosexuality is indexed on talk-back radio. By so doing, it demonstrates the way in which participants, callers and hosts orient to normative heterosexuality within everyday talk. [ABSTRACT FROM AUTHOR]

This special issue presents a collection of conversation-analytic and interactional-linguistic studies concerned with the cross-linguistic analysis of requests for confirmation (RfC) and requests for reconfirmation (RfRCs) as two distinct types of polar questions. In this paper, we outline a characterisation of the two actions with reference to their epistemic gradient and their sequential design, which does not take specific linguistic resources as its starting point and thus lends itself to comparative analysis. We review previous research on the linguistic design of RfCs and RfRCs and the responses they invite in different languages before we summarise the main findings of the papers in this issue. The final section discusses perspectives for future research on interactional and epistemic styles across languages. [ABSTRACT FROM AUTHOR]

Conversation circles in kindergartens can foster discursive abilities such as argumentation. This paper analyzes argumentation in conversation circles in a kindergarten with respect to the function of narrative argumentation. We focus on second stories as a specific narrative form that is characterized by relating in content and form to a before told narrative thereby displaying similarity and alignment. In this paper, we will analyze videographed conversation circles in a kindergarten. Our methodological approach is interactional and qualitative, informed by conversation analysis and narrative analysis. We will argue that preschool children use second stories for argumentative purposes in cooperative argumentative exchanges and through them produce interactional alignment. [ABSTRACT FROM AUTHOR]

The contributions to this Special Issue employ conversation analysis to illustrate how detailed analysis of language use can lead to the identification of assessable features of second/foreign language Interactional Competence (L2 IC) and the development of institutional testing instruments and practices. L2 IC has been the focus of much research at the intersection of social interaction and second language acquisition. It has also been treated as a construct in the field of language assessment. However, scholars in each research branch have just begun to collaborate systematically. This Special Issue furthers this collaboration, connecting research on L2 IC in diverse learning contexts with practical questions regarding the assessment of individual learners. It adopts a dialogic 'full paper–commenting paper' structure: Four empirical papers are each paired with invited commentaries that provide critical discussion and a complementary view of the topics the full papers address. The final discussion papers take a broader perspective on the complex nature of L2 IC and assessment and propose ways to productively move forward. Besides introducing the notion of L2 IC and each individual contribution, this introductory article explains the rationale behind the Special Issue in relation to current research. [ABSTRACT FROM AUTHOR]

Standardised formats in social work have often been seen as neo-liberal and linked to New Public Management. Analysing naturally occurring data from social work interactions (conversations) in a homeless shelter, we argue that examining street-level bureaucracy from a discursive perspective enables us to discover new aspects of formrelated interaction. By investigating several approaches to form-talk, we see how standardisation, routinisation, time and documentation function in concert to accomplish social work. We argue that, while some talk strictly adheres to questionnaires, allowing little space for client voice, other types of form-related talk do not adhere directly to form questions, providing more space for client voice. Importantly, the former interactions are discursively narrow spaces for client participation but provide transparency of the accountable event in play, while the latter discussions are more participatory client spaces that reduce transparency of the accountable event. As a result, we are both critical of the use of forms in the casework context and cautiously optimistic in terms of implications for social work. [ABSTRACT FROM AUTHOR]

This paper investigates the accomplishment of highlighting in multiparty video-mediated learning activities. The focus is on moments of screen sharing and the verbal, embodied, and digital resources participants deploy to draw joint attention to a referent on screen. Drawing on screen recorded data (90 h) from an adult education setting (i.e. online crisis management course) and using multimodal conversation analysis (CA), the paper illustrates that highlighting consists of carefully coordinated conduct, including the mobilisation of the cursor and the selection of parts of text in concert with talk and bodily-visual practices. The analysis shows highlighting as a referential and collaborative practice used: 1) to establish and maintain co-participants' attention to specific topics and items (e.g. words) during multi-unit turns, and 2) to initiate negotiations of written content. The study contributes to a better understanding of screens and digital objects as collaborative and structuring resources and of how they can be meaningfully deployed in task-based online teaching and learning. [ABSTRACT FROM AUTHOR]

This paper extends analysis of the 'assessment receipt' to include talk and embodied interaction during 'performance responses' in music masterclass interactions. By grounding the analysis in questions of performance completion and audience applause onset, it details the utility of variously position assessment tokens, during performance, before applause, during applause and after applause. These different verbal assessment positions afford, in different ways, instructional interaction by situating the instructor as next relevant speaker. They also help coordinate performance completions and audience applause onset. The paper also identifies the 'receipt assessment', which reverses the component ordering of the earlier phenomenon. The paper is relevant to those studying performance as interaction and extends and deepens the growing insights into musical instructional settings. [ABSTRACT FROM AUTHOR]

A plethora of studies, locally and internationally, concur that multilingualism is a global phenomenon. Multilingualism has become ubiquitous even in parts of the world where a monolingual stance has been prevalent. However, the hegemony of English is maintained in countries historically colonised by the British Empire. This paper examines the various reasons why multilingualism is not taken into account, especially in South African institutions of higher learning. The qualitative study discussed in this paper utilised only one respondent stationed at a university in South Africa as its participant. Data were collected through a strategic conversation analysis with the student. The results show that the multilingual student treasures his inherent multilingualism and enjoys acquiring more languages into his repertoire. In addition, the results debunk some researchers' scepticism towards promoting multilingualism for fear of language interference. The findings further indicate the need to recognise the reality of multilingualism in South Africa and Africa, which should be treated as such. [ABSTRACT FROM AUTHOR]

Research on creative organizations often questions how artistic practices can be squared within the rational decision-making of economic thinking. This paper examines how the relational language, or conversation, between artistic and economic rationales unfolds for creative entrepreneurs. Through ethnographic work with a designer-entrepreneur, this paper presents a fine-grained analysis of the conversation the designer cultivates between artistic and economic rationales through work practices. We contribute to the literature about artistic and economic rationales at work, and more specifically to the concept of conversation. First, we show that high levels of conversing make way for low levels of conversing and vice versa. In the studio, the designer's engagement with either rationale varies as the creative process progresses. Second, on a more global dynamic, we demonstrate the conversation is continuous. It relies on its variations, which ensure the balance between rationales in the long run. We also contribute to the field of creative entrepreneurship research. We identify here one type of creative entrepreneur, with what we call a 'small is beautiful' attitude. Far from the mythical figure of the entrepreneur, this unconventional entrepreneur aims for sustainable use of creative resources rather than growth at all costs. [ABSTRACT FROM AUTHOR]

This paper examines the identities – older and other – being claimed and attributed through the telling of a sexually-explicit anecdote by an older female client in a hair salon. I draw on the methods of conversation analysis and membership categorization analysis to analyse both the anecdote itself and the longer (3 min) sequence of which it was a part. I show that in telling this rather improper anecdote the client was able to enact membership of a just-become-valued category in a sequential environment where asserting membership of that category, as done by two of her co-participants, was illegitimate for her on the basis of age. I also argue that in choosing to tell an anecdote at this point rather than assert membership she orientated to that very illegitimacy, and thereby to her own older identity. The analysis and the subsequent discussion highlight the way orientations to ageing and other identities may be displayed less through the semantic surface of talk, than in the sequential structures and interactional practices of the unfolding encounter. As such this paper contributes both to membership categorization analytic research and to the burgeoning corpora of studies loosely categorisable as 'discursive gerontology'. [ABSTRACT FROM AUTHOR]

This paper uses conversation analysis as an analytical approach to investigate how a tutor and her students in one-on-one speaking consultation sessions at a university in Hong Kong participate in interview-practice activities using English as a medium of instruction. The study uses approximately 4 h of recordings from six tutoring sessions. In particular, by focusing on how interactional practices are intertwined with the activity of note-taking/making, this paper offers a close examination of the advice-giving activity with the use of notes. The findings illustrate that whether the notes reflect what the student shares during an interview-practicing activity or a Q-A sequence during advice-giving activity, the tutor uses the notes to account for her ensuing advice. Based on the findings, I argue that the tutor's notes play a pivotal role in grounding her advice during interview consultations at the L2 speaking center. [ABSTRACT FROM AUTHOR]

The Language Consultation Centre (LCC) of the Czech Language Institute has been offering telephone consultations for almost eighty years. During that time papers about the content of queries were published fairly regularly, but the interaction between callers and LCC employees was mostly disregarded (with a few recent exceptions). Therefore, this paper presents an analysis of the ways that the callers formulate their queries. For this purpose, I examined 102 language queries from 63 recordings of authentic phone calls to the LCC using the methodology of conversation analysis. In the queries I identified recurring components and divided them into seven categories based on their functions: thematizing knowledge deficit, defining the topic of the query, supporting or rejecting the solution, disclaiming authorship (of a "problematic" language form), justifying the query, providing additional information, and signalling transition to the next part of the utterance. This categorization proved that language queries are complex utterances that reflect the norms of the genre of telephone language consulting. In other words, the inquirers are well aware of what information they can present and how, and what they can expect from LCC employees in return. [ABSTRACT FROM AUTHOR]

This article investigates sequences of collaborative writing that are part of classroom interaction in student dyads and triads working with a digital device and a paper worksheet. In analyzing instances from a corpus of 18 h of video recordings made in five high-school classrooms through an ethnomethodological and conversation analytic approach, I focus on two embodied practices which do the work of recruiting assistance during the course of inscribing: lifting the pen and lifting the gaze. These practices are viewed as ordinary digressions from the basic posture of the writing body. I demonstrate that lifting the pen as a recruitment practice can be done as a brief stopping of the pen in its movement, as wrist rotation, or as hand elevation. Lifting the gaze can have varying temporal properties and occur synchronously with hand-on-face gestures. I conclude that collaborative writing underlines the indeterminacy of bodily practices as either recruitments, requests or contributions to joint courses of action. I also suggest that the identified practices may be further investigated as components of the specific speech-exchange system inherent to the activity of writing together. [ABSTRACT FROM AUTHOR]

This paper considers the application of a micro-analytic approach to critically explore how a Muslim women's Sister's Circle (SC), based at a British university, interactionally resists discourses of Islamophobia and othering through humour. I reflect on how I navigated methodological tensions during my PhD, specifically around context in Conversation Analysis (CA; Schegloff, 1997), and explore the benefits of synthesising CA with other critical approaches. Through applying an EM/CA informed discourse analytic approach, this paper showcases how the SC employs humour as a tool for subversion to discursively 'undo' othering and reject victimhood. Humour serves as a tool to reverse a social order that otherwise positions Muslims as 'other'. In summation, this paper argues that applying a synthesised micro-analytic approach enriches the analysis and discussion of implications, demonstrating the benefits of applying such an approach to the study of how (racially) minoritized communities (re)produce and respond to their respective realities. [ABSTRACT FROM AUTHOR]

This paper examines the ways in which the indexical meanings that attach to enregistered speaking styles are debated and contested in interaction by younger Japanese adults. Contested meanings include discourses of so-called hyoojungo 'Standard Japanese' and the speaking styles that are collectively described as 'Okinawan dialect', which are associated with the islands of Okinawa Prefecture in Japan. This paper uses data from casual conversations between younger male adults who were all born and raised in Okinawa Prefecture but moved to the main island of Honshu for university. Discourse analysis of these conversations demonstrates how these younger adults negotiate the social meanings attached to Okinawan speaking styles, linking them to broader ideologies of so-called hyoojungo as well as gendered styles, and reproducing normative ideologies of 'good' and 'bad' speech. Homing in on moments in which these speech styles are negotiated, the results of this paper emphasize the persistence of normative linguistic ideologies even as the meaning and content of linguistic styles are being re-imagined. [ABSTRACT FROM AUTHOR]

Drawing on drafts and other material from the Harvey Sacks archive this paper examines the development of one of the defining papers of Conversation Analysis, A Simplest Systematics for the Organization of Turn-Taking for Conversation (Sacks, Schegloff, and Jefferson 1974). The discussion examines four drafts of the paper along with correspondence between the authors and with William Bright, the editor of the journal Language where it was to be published. The four drafts trace the development of the paper from a 13-page draft to the final 106-page final draft submitted to the journal. By exploring the drafts as they evolved the discussion highlights the development of the central ideas in the paper, the distinctive style of the paper as it is revised, the changes of authorship, and the role of the editor of Language, William Bright, in helping to shape the paper through his own detailed reviews. [ABSTRACT FROM AUTHOR]

In multi-lingual workplace interaction involving L2-speakers with different levels of proficiency, L1-speakers can be seen to use self-translation of their own prior contributions as a repair-practice to restore intersubjectivity. This paper shows that self-translations are produced in three environments: (a) in response to repair-initiation by recipients, (b) in response to inadequate or missing responses, (c) after disaffiliative responses in order to elicit a more favorable uptake. Self-translations therefore are not only used to deal with linguistic understanding problems, but can also use linguistic diversity as a resource for dealing with lack of affiliation and alignment. Self-translations are produced by a switch to the addressee's L1 or to a lingua franca. They are only partial, being restricted to a translation of the core semantic content of the turn to be translated, thus relying heavily on a shared understanding of the pragmatic context and being designed so as to support interactional progression. Data come from video-taped meetings in Finland involving Finnish and Russian L1-speakers and various kinds of professional trainings in Germany involving instructors with German as L1 and refugees with various linguistic backgrounds. [ABSTRACT FROM AUTHOR]

Recent statistics reveal alarming flaws in the Criminal Justice System's (CJS) handling of rape cases, undermining the pursuit of justice for complainants seeking legal redress. This paper takes a novel approach to explore police rape stereotype use in interviews with rape complainants, utilising critical discourse analysis and conversation analysis and discursive psychology to understand and critique the balance of power within an interview and how this might impact attrition and prosecution decisions. Ten police interviews with rape complainants were analysed with several suspect discursive constructions present throughout, including the interviewer constructing the suspect as misunderstanding, the complainant as miscommunicating non-consent, or agentless and passive talk. A significant and original finding was the way constructions interacted with the spectrum of stranger-to-partner rapes. In stranger rape cases, passive language often obscures the suspect and emphasises the complainant's behaviour. Acquaintance rapes frequently involved misunderstandings centred on visible distress and mixed signals. Partner rapes highlighted issues around consent and coercion, with officers often ignorant of coercive control and domestic abuse. These findings align with Operation Bluestone Soteria (OSB); thus, the recommendations align with those made by OSB's Pillar One. [ABSTRACT FROM AUTHOR]

This paper examines how a standardized question is launched and received in a corpus of performance appraisal interviews, with a focus on how pre-­formulated questions are translated into interaction. Using conversation analysis, we demonstrate that the same question becomes many different actions in practice. Prefaces as well as prosodic and lexical alterations make relevant different responses, and as such, the question can be recruited to initiate diverse interactional projects such as assessments and other socially delicate activities. As a consequence, goals of uniformity and standardization may be subverted. The interactional adaptations further evidence the strength of recipient design as reformulations also result in more fitted and personalized answers. Our study contributes to the understanding of standardization versus interactionalization, and points to the strong interrelationship between question design and the fitting of response options. [ABSTRACT FROM AUTHOR]

The modern work life is interactionally challenging. For many, work consists of short-term projects executed in transient team combinations. An increasing number of work communities operate in multilingual environments, and many professionals conduct their work in a language which is not their first or strongest. The flux of interactional and linguistic settings in workplaces requires communication practises that acknowledge the difference in the participants' language skills. In this paper, we explore such practises in a Finnish non-governmental organisation, using Conversation Analysis as our method. We focus on instances in which the professionals explicitly orient to their own or their co-participants' role as language learners during workplace meetings. The paper aims to determine how this topicalisation is performed and what consequences it has for the construction of the (professional) identity of the second language speaker. The data consist of approximately 40 h of video-recorded meetings with Finnish, Russian and English as the main languages. The analysis reveals that instances where the language learner role is oriented to are usually related to practical questions of choosing the language for the meeting or a sufficiency of linguistic resources to conduct professional activities, yet they can also be used as means to construct one's professional identity. These instances share certain features, such as prior topicalisation of language issues and the use of contextualisation cues that can help to soften the potentially problematic nature of referring to the (co-participant's) limitations. The article contributes to our understanding of how to support participation and professional language learning in transient work settings. [ABSTRACT FROM AUTHOR]

This paper concerns practices of establishing common ground - mutual knowledge, mutual beliefs, and mutual assumptions - in talk-in-interaction between L1 and L2 speakers in videomediated interactions (VMI). Specifically, I use the theory and methodology of conversation analysis and multimodality to first investigate how L1 speakers of German position L2 speakers in multilingual interactions and how they attempt to establish common ground prior to displaying their epistemic status. In addition, this paper investigates talk and embodied practices utilized by L1 speakers of German to establish common ground with L2 speakers of German prior to demonstrating their firsthand experience and expertise in videoconferencing conversations. By analyzing practices to establish common ground, this paper demonstrates the ways in which L1 speakers establish common ground with L2 speakers, namely 1) by co-constructing the meaning of the word without even having direct epistemic access to a particular cultural product, 2) by checking L2 speaker's epistemic status, and 3) by asking follow-up questions. [ABSTRACT FROM AUTHOR]

In this paper I use a conversation analytic approach to investigate how participants in a meeting held remotely via Zoom use embodied action to solicit selection as next speaker. When hand raising is not immediately successful, participants use embodied actions to withdraw, modify, upgrade, downgrade or reissue gestures in pursuit of selection as next speaker. Due to the technological affordances and limitations of the remote meeting environment, participants' gestures and hand positions differ from what would typically occur in face-to-face interaction, resulting in frequent gestures near the face that provide for both visibility to the Zoom audience and easy transition to a raised hand position when necessary. I discuss these results in terms of our understanding of how technologically mediated virtual interaction through the internet impacts the use of embodied action, and how participants coordinate their embodied action and responses to it with turn taking and sequence completion. [ABSTRACT FROM AUTHOR]

Copyright of Tapuya: Latin American Science, Technology & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, based on video recordings of Orientation and Mobility (O&M) lessons for visually-disabled students, I will examine how occasioned maps (Psathas, 1979; Garfinkel, 2002), drawn in the student's palm are interactionally traced, felt, and noticed in order to represent the shape of a crossing for all practical purposes. Touching will be examined from the perspective of the live production of "trails" on a specific region of the body, the palm of the hand. We will begin to question how such hand-drawing map episodes occur during O&M courses, stressing how the coparticipants establish a participation framework that facilitates the making of the drawing, hand-map drawings are based on lines that are neither evanescent nor permanent. Their "persistence" is not an intrinsic feature but a systematic multimodal accomplishment. We will show how the drawn lines become depictions of the streets and contribute to producing two contrasting geometrical representations of the layout of a junction. [ABSTRACT FROM AUTHOR]

In virtual reality (VR), participants may not always have hands, bodies, eyes, or even voices—using VR helmets and two controllers, participants control an avatar through virtual worlds that do not necessarily obey familiar laws of physics; moreover, the avatar's bodily characteristics may not neatly match our bodies in the physical world. Despite these limitations and specificities, humans get things done through collaboration and the creative use of the environment. While multiuser interactive VR is attracting greater numbers of participants, there are currently few attempts to analyze the in situ interaction systematically. This paper proposes a video-analytic detail-oriented methodological framework for studying virtual reality interaction. Using multimodal conversation analysis, the paper investigates a nonverbal, embodied, two-person interaction: two players in a survival game strive to gesturally resolve a misunderstanding regarding an in-game mechanic—however, both of their microphones are turned off for the duration of play. The players' inability to resort to complex language to resolve this issue results in a dense sequence of back-and-forth activity involving gestures, object manipulation, gaze, and body work. Most crucially, timing and modified repetitions of previously produced actions turn out to be the key to overcome both technical and communicative challenges. The paper analyzes these action sequences, demonstrates how they generate intended outcomes, and proposes a vocabulary to speak about these types of interaction more generally. The findings demonstrate the viability of multimodal analysis of VR interaction, shed light on unique challenges of analyzing interaction in virtual reality, and generate broader methodological insights about the study of nonverbal action. [ABSTRACT FROM AUTHOR]

In this paper, we study the interactional organization of an instructed object exploration among sighted and visually impaired people (VIPs) in order to contribute to studies of instructional activities and the observable accomplishment of haptic perception. We do this by showing the situated, interactional, and co-operative organization of achieving object understanding. We focus on the dynamics of haptic perception as being reliant on instructions, while at the same time being an observable production that furnishes further instructions. We show the organization of visual and verbal instructions versus the touching of objects for haptic perception. Based on ethnomethodological conversation analysis of video data, we study a VIP's haptic actions in interaction with a professional, sighted ICT consultant who provides instructions on what an object is and what it can do. We show how the instructions are sequentially adjusted to make them relevant for a simultaneous, emerging exploration in which the VIP uses their hands and fingers to perceive very specific details of the object. We argue that achieving object understanding is accomplished in and through the fine-tuned coordination of haptic exploration, both as a response to verbal instructions and also as a means of conveying perception-related actions, which the ICT uses to build new actions. The paper thus makes a case for instructed and distributed haptic perception as observable in social interaction and as a resource for building object understanding within phenomenal fields. [ABSTRACT FROM AUTHOR]

Copyright of JMD: Journal für Mathematik-Didaktik is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

People meeting a robot for the first time do not know what it is capable of and therefore how to interact with it—what actions to produce, and how to produce them. Despite social robotics' long-standing interest in the effects of robots' appearance and conduct on users, and efforts to identify factors likely to improve human–robot interaction, little attention has been paid to how participants evaluate their robotic partner in the unfolding of actual interactions. This paper draws from qualitative analyses of video-recorded interactions between a robot and groups of participants, in the framework of ethnomethodology and conversation analysis. We analyse the particular ways in which participants shape their embodied actions, how they can reproduce a prior action that failed to obtain a response from the robot; and how they explore the robot's embodied nature. We find a set of recurrent methods or practices, showing that robot-recipient design displays not only participants' initial assumptions about the robot's competences, but also more importantly perhaps their continuous assessment of the robot's behaviour, and their attempts to adapt to it. Participants locally produce and constantly revise their understanding of the robot as a more or less competent co-participant, drawing from its past, current, and projected conduct and responsiveness. We discuss the implications of these findings for research in robotics and human–robot interactions, and the value of the approach to shed new light on old questions by paying attention to the quality of gesture and the sequential organisation of interaction. [ABSTRACT FROM AUTHOR]

Drawing on conversation analysis, this paper explores how medical encounters are closed in China's mainland. Based on a collection of 75 naturally occurring cases, we observe two dominant conversational practices oriented to closing Chinese medical encounters: a stand-alone 'okay?' as a generic preclosing initiation, and a gratitude-expressing action as the initiation of the closing sequence. Through a further examination of salient closing patterns in our data, we propose that Chinese doctors prefer fishing for patients' initiation of the terminal exchange to closing the medical interaction by themselves. The ways of and reasons for eliciting a patient-initiated closure are also discussed. This study may provide a frame of reference for studying medical closures in other cultures and have implications for cross-cultural comparison. [ABSTRACT FROM AUTHOR]

The notion of politeness is closely connected with communication control as one of its important mechanisms, which, however, has not been thoroughly researched in academic literature. In the present paper, we view this mechanism through the prism of communication monitoring, defined as a social negotiation instrument aimed at the speaker's self-control and regulation of other people's verbal and nonverbal behaviour. The study employs a complex of qualitative methods including observation, definition analysis, discourse analysis and introspection. Drawing upon the data of over 1500 communicative situations in English and Russian, we distinguish the prognostic, diagnostic, regulative, corrective, and reflexive functions of monitoring, as well as the function of conflict resolution. The connection between monitoring and politeness is determined by the existence of social constraints and the necessity to observe established rules and norms. The presence of multiple communication variables makes it possible to distinguish different types of monitoring: (i) horizontal vs. vertical monitoring; (ii) self-monitoring vs. monitoring of others; (iii) verbal vs. nonverbal monitoring; (iv) oral vs. written monitoring; (v) explicit vs. implicit monitoring; (vi) pre-monitoring vs. concurrent monitoring vs. post-monitoring; (vii) direct vs. mediated monitoring; and (viii) overt vs. covert monitoring. (Im)politeness is manifested in all the types through the choice of words and communication strategies, observance or violation of conversational rules, and different forms of nonverbal behaviour. These findings can lead to their practical application and help to enhance the effectiveness and quality of human interaction. [ABSTRACT FROM AUTHOR]

This paper deals with an end-of-semester interactional competence (IC) assessment of L2 oral communication skills for higher education students. Despite the growing research interest in L2 IC assessment using paired role-play tasks, the non-verbal actions of the learners in these contexts remain largely unexplored. With this in mind, this study uses multimodal Conversation Analysis to examine gazing at role-cards in orienting to, structuring, and navigating through the assessment situations, and displaying IC by attending to task initiation, asking/giving task-relevant details, eliciting/making/delaying offers, and ending the conversation. The findings bring new insights into multimodal aspects of L2 IC assessment. [ABSTRACT FROM AUTHOR]

Successful problem-based learning (PBL) often requires students to collectively regulate their learning processes as a group and engage in socially shared regulation of learning (SSRL). This paper focuses on how facilitators supported SSRL in the context of middle-school game-based PBL. Using conversation analysis, this study analyzed text-based chat messages of facilitators and students collected during gameplay. The analysis revealed direct modeling strategies such as performing regulative processes, promoting group awareness, and dealing with contingency as well as indirect strategies including prompting questions and acknowledgment of regulation, and the patterns of how facilitation faded to yield responsibilities to students to regulate their own learning. The findings will inform researchers and practitioners to design prompts and develop technological tools such as adaptive scaffolding to support SSRL in PBL or other collaborative inquiry processes. [ABSTRACT FROM AUTHOR]

There are at least two perspectives concerning the role of digital and connected media systems in relation to individual agency. One suggests that individuals have a gain in agency while using digital devices and services while other approaches see that users become dependent on tech companies that use data flows to analyse and manipulate user behaviour. In our paper, we want to examine empirically how those two descriptions of agency work out and relate to each other. We use conversation analysis of face-to-interface interactions with smart speakers and intelligent personal assistants to examine the agency in front of the device and we rely on interviews with smart-speaker users to understand the users' strategies to curtail the potentially unwanted effects of smart and connected devices and services. With reference to concepts of 'co-operative work' and 'cooperation without consensus' and a discussion of media and data practices, this paper elucidates how the two agencies of users and of device and service providers are intertwined and distributed. [ABSTRACT FROM AUTHOR]

Guide dogs are sense-able agents that can assist Visually Impaired Persons (VIP) to achieve mobility. But could a guide dog be replaced by a robot dog? Based on video recordings and ethnomethodological 'conversation analysis' of VIPs who are mobile in a street environment with a remotely operated robodog or a guide dog, respectively, this paper shows the multisensory and semiotic capacities of non-human agents as assistants in navigational activities. It also highlights the differences between their type of agency and sense-ability, and thus their different roles in situations of assisted mobility and disability mobility. This paper contributes to research in assisted and disability mobility between humans and non-humans by showing how they work not as individual agents, but as 'VIP + guide dog' and 'VIP + robodog + operator' assemblages, and by demonstrating that these assemblages distribute and co-construct the practical perception of the material world which is necessary for accomplishing mobility. [ABSTRACT FROM AUTHOR]

The paper deals with the analysis of conversation transcriptions between customers and agents in a call center of a customer care service. The objective is to support the analysis of text transcription of human-to-human conversations, to obtain reports on customer problems and complaints, and on the way an agent has solved them. The aim is to provide customer care service with a high level of efficiency and user satisfaction. To this aim, topic modeling is considered since it facilitates insightful analysis from large documents and datasets, such as a summarization of the main topics and topic characteristics. This paper presents a performance comparison of four topic modeling algorithms: (i) Latent Dirichlet Allocation (LDA); (ii) Non-negative Matrix Factorization (NMF); (iii) Neural-ProdLDA (Neural LDA) and Contextualized Topic Models (CTM). The comparison study is based on a database containing real conversation transcriptions in Italian Natural Language. Experimental results and different topic evaluation metrics are analyzed in this paper to determine the most suitable model for the case study. The gained knowledge can be exploited by practitioners to identify the optimal strategy and to perform and evaluate topic modeling on Italian natural language transcriptions of human-to-human conversations. This work can be an asset for grounding applications of topic modeling and can be inspiring for similar case studies in the domain of customer care quality. [ABSTRACT FROM AUTHOR]

Drawing on the principles underlying conversation analysis (CA), this paper is a single case analysis of interaction in an English as a foreign language (EFL) reading comprehension classroom in Saudi Arabia. It looks at learning from a sociocultural perspective and uses constructs from this theoretical perspective. It focuses on Classroom Interactional Competence (CIC) (Walsh, 2013), showing classroom interaction features that are considered CIC. The paper reflects how an understanding of the concept can lead to more dialogic, engaged learning environments. The paper also connects CIC to teachers' ability to manipulate simple classroom interactional resources to make the teaching process more effective. The paper demonstrates how teachers can induce CIC by utilizing interactional techniques, such as relaxing the mechanism and speed through which turns are taken or given, use of active listenership devices, extending wait time, and use of open-ended questions to expand topics under development. The paper argues that those techniques will help teachers, as evidenced from the cited examples, further enhance classroom participation so that it is convergent with their pedagogical goals. Finally, the paper has pedagogical implementations as it sheds light on techniques that help promote classroom interaction as an indication of learning among students with limited linguistic resources. [ABSTRACT FROM AUTHOR]