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This coda describes various affordances and constraints associated with technology-rich language teaching and learning. It begins with a discussion of articles in this special issue of Classroom Discourse and then expands to engage with broader dynamics associated with uses of digital tools in language education. In particular, we address research issues relating to technology-rich activity such as the complexity of multimodal transcription and analysis when mapping multiple semiotic fields, potential challenges presented by polyfocality, the implications of response latency on the sequential organisation of talk, the historically and experientially formed cultures-of-use of digital communication tools as they may inform patterns and expectations of behaviour, and the potentially active role of various technologies as co-constitutive of the morphologies of action of teachers and learners in technology-rich settings.

Drawing on usage-based approaches to the study of language learning--including recent research on mobility in interaction, embodied approaches to cognition and communicative action, and innovations in place-based language learning in the wild--this article uses methods from ethnomethodological conversation analysis to investigate video recordings of 3 English language learners playing an augmented reality game that advocated for environmental stewardship. The analysis focused on 1 aspect of the game, an oral report about different green technologies, which was repeated 3 times due to technical difficulties. Analysis reveals emergent interactional dynamics that included (a) the use and creative reuse of multiword expressions, and (b) aligned interbodied cooperative practices that together supported (c) the building of a discourse structure for making oral reports that were part of the game narrative. The analysis highlights the semipermeable, collaboratively produced, and emergent nature of grammar for social action. Implications for pedagogy include (a) the consideration of structured unpredictability in language task design, and (b) a (re)conceptualization of language structure and language development as both an individual and group achievement.

Integrating concepts and techniques from ethnomethodology and sociomaterialism, this article investigates the observable material processes involving human action and place-based contexts of language use enabled by locative media. The focal pedagogical intervention utilized mobile augmented reality (AR) activities, the development of which was inspired by research on learning 'in the wild.' Applying the principle of reverse engineering, we introduce a pedagogical approach termed 'rewilding' for its emphasis on designing supportive conditions for goal-directed interaction outside of classrooms. Three instances of AR materials use are presented from an out-of-class activity associated with university-level language courses involving a quest-type AR game called "ChronoOps." Video data of 3-player groups were transcribed using conventions from multimodal conversation analysis. The empirical investigation illustrates meaning making through visible embodied displays, the performance of new actions through incorporation of public semiotic resources, and the contributions of the material surround as actants in the flow of interaction. Analysis illustrates that mobile AR activities enable languaging events among assemblages of environments, mobile devices, and embodied experience. We conclude by outlining the affordances of mobile AR activities as one example of rewilding approaches to creating material conditions for language use and learning.

Applications of locative media (e.g., place-based mobile augmented reality [AR]) are used in various educational content areas and have been shown to provide learners with valuable opportunities for investigation-based learning, location-situated social and collaborative interaction, and embodied experience of place (Squire, 2009; Thorne & Hellermann, 2017; Zheng et al., 2018). Mobile locative media applications' value for language learning, however, remains underinvestigated. To address this lacuna, this study employed the widely used construct of language-related episodes (LREs; Swain & Lapkin, 1998) as a unit of analysis to investigate language learning through participation in a mobile AR game. Analysis of videorecorded interactions of four mixed-proficiency groups of game players (two English language learners [ELLs] and one expert speaker of English [ESE] per group) indicates that LREs in this environment were focused on lexical items relevant to the AR tasks and physical locations. Informed by sociocultural theory and conversation analysis, the microgenesis of learners' understanding and subsequent use of certain lexical items are indicated in the findings. This understanding of new lexical items was frequently facilitated by ESEs' assistance and the surrounding physical environment. A strong goal orientation by both ESEs and ELLs was visible, providing implications for task-based language teaching approaches.

The terms "interactional competence" and "learning" are discussed in the context of recent research in the areas of cognitive science and ethnomethodological conversation analysis studies of language learning. Two data excerpts from a longitudinal case study of a beginning learner of English are presented to illustrate (1) the difficulty of representing language learning using structural linguistic representations and (2) evidence of language learning as at-that-time appropriate embodied interaction.

Literacy, and particularly reading, is critical to success in schooling and full participation in contemporary societies. As one of the primary skills needed to develop proficiency in a language, the study of reading in additional languages has attracted significant research attention. Focusing on behaviourally visible and locally occasioned literacy events, this paper reports on an analysis of how public interactional practices for out-loud reading by small groups of English language learners facilitate the routinisation of interactional practices. The learners are participants in a mobile augmented reality (AR) activity that involves walking around a university campus in order to complete five serial tasks. Data come from video recordings of the game playing of eight groups (16 h of data) and their associated transcripts, analysed according to the principles of ethnomethodological conversation analysis. Results show that written texts that are part of the activity are given local meaning via various interactional practices that include public reading, co-reading and other embodied practices. We show how these dynamics of re-textualisation provide evidence for developing interactional practices over the course of the five tasks that are part of the activity.

The descriptive focus of conversation analysis (CA) has not been considered optimal for second language (L2) acquisition research. Recently, however, some CA researchers have addressed the developmental agenda by examining longitudinal data (e.g., Brouwer, C., 2004; Ishida, M., 2009; Markee, N., 2008; Pekarek-Doehler, S., 2010). The present article offers conceptual rationale and analytic demonstrations as to how CA's descriptive analyses contribute to L2 acquisition research with particular focus on English spoken discourse. While a great deal of prior L2 acquisition studies center on changes in L2 forms and functions, CA's emphasis on the sequential organization of spoken language can specify the process by which such developmental changes are occasioned in situated context of L2 use. What matters here is not just the presence of linguistic changes, but the contingent methods L2 speakers deploy in contextually occasioned language use. We present two sets of analyses in order to illustrate the case in point: cross-sectional data for story-prefacing work in an ESL setting, and longitudinal data on topic-shift in an EFL setting.

Drawing on a large corpus of video-recorded classroom data, the goal of this study was to understand the processes and mechanisms associated with learning in individuals who have had little education in their home countries. In order to accomplish this goal, we measured the socio-interactive behaviors and the expression of personality behaviors in learners who attended classes to learn English as a second language, and we analyzed the relationship between socio-interactive behaviors and personality with literacy test scores. The results showed that low-education learners behaved differently in the classroom than high-education learners. Socio-interactive behaviors and personality behaviors were related to literacy test scores. Implications of educational background on learning are discussed as well as the limitations and unique contributions of this study.

Held at the American Association for Applied Linguistics Annual Conference, Denver, CO, USA; 21 March 2009. This all-day colloquium was part of an ongoing discussion of ways that methods and frameworks from micro-ethnography, Conversation Analysis (CA), and Vygotskian Sociocultural Theory are re-specifying "language" and "acquisition" from a socio-interactional view of SLA.

Using conversation analysis and situated learning theory, in this paper we analyze the peer dyadic interactions of one adult learner of English in class periods 16 months apart. The analyses in the paper present microgenetic and longitudinal perspectives on the learner's increasing participation in his classroom communities of practice. The focus of the analyses is on the language practices for a social action that is not taught explicitly by the instructors--disengaging from teacher-assigned dyadic task interactions. The tasks from which the learner disengages are serial dyadic interaction tasks. In these tasks, a learner engages with a number of different classmates doing the same task consecutively. The serial dyadic interaction task design is shown to offer students ongoing opportunities to develop interactional routines for social actions and language practices needed to accomplish habitual actions such as opening and disengaging from their dyadic task interactions.

This paper uses methods from conversation analysis to investigate a well-documented practice from mundane conversation (self-initiated self-repair) as it is accomplished during the interactions of one adult learner of English. The interactions took place during her classroom talk-in-interaction over the course of 18 months. The research describes the placement of repair initiations, the production practices used for initiation and repair, the activity contexts within which the repairs took place, and how the production of repair might give us a clue to emerging syntactic organization of language learners. By focusing on participant-relevant language practices like self-initiated self-repair this research will add to socio-cultural understandings of language learning and addresses the call for more longitudinal research in the area. (Contains 2 figures, 2 footnotes, and 21 excerpts.)

Responding in a manner that does not align with an action or affiliate with a stance implicated in just prior talk is potentially sensitive work. Conversation Analysis (CA) has shown that participants orient to the sensitive nature of sequences of talk used to project responses that do not align, or, are dispreferred (Pomerantz, Agreeing and disagreeing with assessments: Some features of preferred/dispreferred turn shapes, Cambridge University Press, 1984) in some way. This paper examines such responses, especially with the use of "no" tokens. The talk comes from the interactions of one adult learner of English in a language learning classroom over the course of five ten-week terms. The findings show that the participant's use of "no" (for other-correction, third-position repair, and multiple sayings) is oriented to by peers as appropriate for the classroom community of practice. Learning, it is suggested, may be seen in the learner's orientation to the preference for affiliation when doing negative responses.

This study is part of a larger research program investigating conversational practices that are resources for language learning in classroom settings. Using methods from conversation analysis, this analysis describes how low-level adult learners' interactional competence in English develops through their interactional practices in a language classroom. The study isolates one context for a particular action in the language classroom: student dyads opening their teacher-assigned tasks. The data come from interactions of six successful learners who participated in classes at the data collection site over a period of 18 to 27 months. The excerpts presented in this study show the same-student dyads incorporating language from the teacher and from one another over time into their discursive practices to manage the openings of their dyadic interactions. The results provide evidence for the ongoing discussion (cf. Brouwer & Wagner, 2004; Markee & Kasper, 2004) on the nature of language learning and the ability of methods of conversation analysis to address the issue of learning.

Using methods from conversation analysis, this microethnographic longitudinal case study traces the development of interactional competence which results from adult learners' socialization into literacy events in a modified Sustained Silent Reading (mSSR) program. The investigation focuses on two learners who participated in the mSSR program in an ESOL classroom at an adult community college for three terms. The findings show how the two learners (with different first language educational backgrounds) follow different paths in acquiring interactional competence, moving from peripheral to more engaged participation in classroom literacy events through their socialization into three of these events: book selection, opening post-reading re-tellings, and completing and filing reading logs.

The interactive import of prosody from a perspective of participants' orientation to talk in interaction, taking advantage of data from institutional discourse, is examined. The focus is on the third slot of a ubiquitous three-part classroom discourse sequence, the IRF exchange, and a site in which teachers make repetitive feedback moves following student responses.

In an effort to better understand the ways that small groups use digital technology as they move through a physical environment, this paper describes the methods used by groups of three people to maintain a group participation structure as they accomplish a quest-type task during mobile augmented reality game play. The game was available on one mobile digital device (an Apple iPhone) that was shared by three players as they negotiated a set of point-to-point route finding tasks. Video-recordings of each group were made using three cameras (two head-mounted cameras and one hand-held camera). We focus on the different ways that the single device was oriented to by group members via talk-ininteraction as they accomplished the game activity. In particular, we outline the practices for talk-in-interaction (including gaze, postural alignment, and deictic expressions) used by the participants to maintain their constitution as a group, to accomplish a shared visual focus on the single device, and to explicitly transfer the device from one player to another. [ABSTRACT FROM AUTHOR]