Search

This paper presents an analysis of how the particular categories of children and youth are used within the instructional work of learning to drive. Using Membership Categorisation Analysis (MCA) and multimodal Conversation Analysis (CA) of a collection of cases drawn from 85 video-recorded driving lessons, we demonstrate how the participants treat children and youth as a category of traffic users whose main category predicate appears to be their expected unpredictability and carelessness, placing particularly high demands on drivers' awareness and caution. This is evident in in-event and post-event interactions about traffic encounters with children and youth, as well as in traffic contexts where they have not (yet) been spotted but their sudden appearance is anticipated. The results suggest that the institutional constructions of children and youth as a potential source of trouble prepare trainee drivers for unforeseen events and contingencies and shape their social stock of knowledge as future motorists. [ABSTRACT FROM AUTHOR]

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)

This article is a single case analysis of trouble talk taking place between teachers and care workers at a Swedish special residential home for boys and young men (aged 12–20). The topic of the talk is a potentially unwarranted solitary detention of a student. Using sequential- and Membership Categorisation analyses, we examine the participants' methods for talking about the event as institutionally problematic while avoiding to blame the teacher responsible for the disciplinary action. Specifically, we demonstrate how the grounds for the confinement were initially disputed by the care workers and how an extended negotiation with the teachers eventually lead to a jointly acceptable account of the event. This involved recasting the event as a real-life experience that should afford the student important opportunities for socialisation into the social and institutional orders which inform daily life at the residential home. More generally, the analysis demonstrates how presumed knowledge of social and institutional structures and practices is mobilised and negotiated – through 'categorial ordering work' (Hester & Eglin, 1997) – in the service of coming to terms with the complex accountability arrangements of the special residential home. [ABSTRACT FROM AUTHOR]

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 article takes an interest in how students at a driving school are instructed how to make the car's behaviour intelligible (accountable) to other road users in traffic. Taking the indicator as an example, the analytic focus is on the ways in which the indicator's relevance is instructed and its timely activation practiced, and how activating the indicator is instructed as part of more encompassing turning procedures. The indicator is one of the central resources built into cars for displaying to others a driver's intention about where to go next. Although indicating does not, in itself, affect the movement of the car, activating the indicator is crucial for allowing others to anticipate a car's movement in space, and coordinate themselves with it. The analysis shows how instructors manage trainee drivers' instructed actions during driving by providing descriptions of what using the indicator accomplishes before a directive to turn (a), after a directive to turn (b), and as accounts for initiating correction of trainee driver car control activity (c). [ABSTRACT FROM AUTHOR]

Pranking can be understood as challenging a normative social order. One environment where pranking occurs is in institutional interaction. The present study examines a sample of pranking calls to telephone helplines for children and young people. Some cases had been posted on YouTube by the person doing the pranking; others were from a sub-collection of possible pranks, extracted from a larger corpus of Australian children's counselling helpline calls. Drawing on ethnomethodology and conversation analysis we aim to understand the inferential and sequential resources involved in pranking within telephone-mediated counselling services for children and youth. Our analysis shows pranksters know the norms of counselling helplines by their practices employed for subverting them. YouTube pranksters exploit next turns of talk to retrospectively cast what the counsellor has just said as a possible challenge to the perception of the call as a normal counselling one. One practice evident in both sources was the setting up of provocative traps to break a linguistic taboo. This detailed study of pranking in interaction provides documentary evidence of its idiosyncratic yet patterned local accomplishment in telephone-mediated counselling services aimed at children and youth. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the editors discusses various reports within the issue including the moral orders of professionals in different interactional events, the ways on how to manage troublesome behaviour among teenage clients, and the moral identities at-risk urban adolescents.