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This study examines classroom task instructions--phases traditionally associated with noninteractional objectives and operations--and reveals their composition as interactionally complex and cocrafted. Analyses of video sequences of task instructional activity from three different secondary school lessons show that student questions routinely contribute to making task instructions "followable." In this environment, student questions set up tensions between the demand to respond to the individual and responsibility to uphold the general instructional agenda. Data show that, as addressees of student questions, instructors take great care to meet both individual "and" collective accountabilities. To meet obligation to the addressee and exploit the instructional benefit of the question for the cohort, "dual addressivity"--targeting two or more addressees in response to a student question--proves a crucial method for achieving such principled practice. Educationally, it appears vital to recognize student instructed action as integral to task-related learning.

Highlights the bilingual aspects of social interaction in a group of four Danish-Turkish students engaged in creating a cartoon strip. In-depth analysis of a 45-minute session reveals some organizational features of the group's work. (Author/VWL)

Examines children's procedures for dealing with simultaneous bilingual speech as it arises in multiparty play episodes. Sequential analyses of more than 10 hours of videorecorded recess activities at an English school in Sweden revealed that children use an array of methods to minimize the overlapping passage. (Author/VWL)

This study of primary school children's play interaction in an English-Swedish school setting combines a sequential approach to code switching with an analysis of footing, extending prior work in showing that code switches often involve a subtle shift of footing. Code switches were employed as important rhetorical and dramaturgic play devices. (Author/VWL)

In this study, metalinguistic ability is studied in terms of dual skill components: control of linguistic processing and analysis of linguistic knowledge. English-Swedish bilinguals (n=38), assigned to two groups according to relative proficiency, and 16 Swedish monolinguals, aged 6 to 7 years, received three tasks: symbol substitution, grammaticality judgment, and grammaticality correction. Results are discussed. (Author/VWL)

Abstract This article reports on a case study of an emergency call with a 12-year-old girl, who is hearably not a native speaker of Swedish. A sequential analysis of the [...]

Studies of social interaction are intimately concerned with the variety of ways in which people draw on language and other semiotic resources to produce and make sense of locally situated [...]

Anna Slotte-Luttge (2005) Abo, Finland: Abo Akademi University Press ISBN: 951-765-264-X. ISBN: 951-765-265-8 (digital). p.224 It is fair to say that ethnomethodological studies of bilingual interaction form an atomic, yet [...]

Children's procedures for constructing oppositional stances in argumentative exchanges is investigated. It is shown that an approach for accomplishing accountable actions of children allows for a view of bilingualism as an emergent and interactionally managed feature of discourse.

This study examines classroom task instructions—phases traditionally associated with noninteractional objectives and operations—and reveals their composition as interactionally complex and cocrafted. Analyses of video sequences of task instructional activity from three different secondary school lessons show that student questions routinely contribute to making task instructionsfollowable. In this environment, student questions set up tensions between the demand to respond to the individual and responsibility to uphold the general instructional agenda. Data show that, as addressees of student questions, instructors take great care to meet both individualandcollective accountabilities. To meet obligation to the addressee and exploit the instructional benefit of the question for the cohort,dual addressivity—targeting two or more addressees in response to a student question—proves a crucial method for achieving such principled practice. Educationally, it appears vital to recognize student instructed action as integral to task-related learning. [ABSTRACT FROM PUBLISHER]