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This article considers interactional trouble that arises when the social distribution of knowledge and interpersonal relationships come together in the delivery and reception of good news in pediatric neurology visits for video-electroencephalography testing. Contrary to common perceptions of good news as easy to deliver and receive, I find that it is occasionally fraught with hesitancy in this context. Using conversation analysis, I explore what drives this trouble and argue that some of the difficulty associated with good news in this context arises from its structure: Physicians prioritize conveying “the facts” of the news over characterizing its valence. However, parents treat physicians’ assessments of the news as critical for the news delivery. When physicians fail to evaluate the information they present, parents tend to treat news deliveries as incomplete, which not only causes difficulties in their reception of the news but also leads to protracted news deliveries.

ABSTRACT Introduction Methods Results Conclusions Judicious antimicrobial use is essential for the continued treatment of infections in small and mixed animal veterinary medicine. To better support Washington (WA) State veterinarians in antimicrobial stewardship, we surveyed licensed small and mixed animal veterinarians and led group conversations regarding antimicrobial prescription practices.Survey questions included demographic information, factors influencing prescription practices and clinical cases. Responses were summarised and logistic regressions were performed to identify factors associated with antibiotic treatment choices. Group conversations, led by a licensed veterinarian, focused on resource gaps for veterinarians, management of clinical scenarios and interpretation of minimum inhibitory concentrations (MICs) and breakpoints. A systematic qualitative analysis of conversation transcripts identified key themes such as common barriers to stewardship.Among 53 responses to clinical scenarios, veterinarians selected the most appropriate treatment choice, according to a veterinary microbiologist, 62% of the time. Variability was observed in culture and susceptibility practices and antibiotic choices. Survey respondents reported an influence of the client ability to medicate (92%), considerations of resistance (91%), client finances (75%) and availability of antimicrobials (75%) on their prescription decisions. There were no significant associations between opinions about contributing factors to antimicrobial resistance (AMR) or guidelines used and treatment choices in clinical scenarios. Among 15 veterinarians interviewed in group conversations, a systematic qualitative analysis of conversation transcripts revealed key themes, including reliance on human medicine as a resource and a lack of support for veterinarians in interpreting MICs and breakpoints.The variability in veterinary antibiotic treatment decisions in this study suggests a need for further dissemination of standardised antimicrobial stewardship resources for veterinarians. Client‐related challenges and the cost of culture and susceptibility are major barriers to stewardship. To address these barriers, it is necessary to provide standardised, easy‐to‐access guidance for veterinarians in interpreting MICs and breakpoints, as well as develop antimicrobial use resources for clients. [ABSTRACT FROM AUTHOR]

Globally, many people don’t eat a healthy diet despite policies and public health frameworks deployed to improve dietary status. Healthy diets can prevent, manage, and even reverse chronic disease, highlighting the importance of health professionals addressing healthy diets in clinical consultations. Conversation analysis (CA) is a method that can be used to understand dietary talk in these clinical consultations; however, it is unclear to what extent CA has been used for this purpose. Using PRISMA guidelines, a scoping review was conducted with the aim of identifying and summarizing research where CA was used to examine the dietary health conversations between health professionals and adults. A systematic search resulted in 4161 articles retrieved, with 13 studies meeting inclusion criteria. Included studies used CA to examine a variety of phases of dietary health encounters, including dietary assessment, advice-giving and resistance to this dietary advice, and dietary (lifestyle) behavior change negotiations, with n = 6 using audio or video recording, respectively. Studies were conducted in seven countries and across primary, secondary, and tertiary settings. We highlighted that dietary talk, irrespective of purpose (e.g., evaluation, assessment, or persuasion [e.g., behavior change]), is under-researched within the CA field. This is a need for further research using CA on dietary talk across a range of settings, conditions, populations, and talk purposes to understand how health professionals impact patient dietary behaviors. Such understanding has the potential to contribute to the improvement of dietary health communication approaches and patient outcomes. [ABSTRACT FROM AUTHOR]

This article explores the dynamics of epistemic positioning and knowledge-building in classroom interaction in two postgraduate neuroscience classrooms. Using an interdisciplinary approach combining multimodal Conversation Analysis and Legitimation Code Theory (LCT), it examines how lecturers and students negotiate epistemic stance and status through interactional practices, and how these practices legitimise certain stances or "gazes" in relation to doing neuroscience. Drawing on six hours of video-recorded classroom interaction, the study uses detailed transcripts to uncover the epistemic positioning practices of two lecturers teaching modules on neurobiological bases of psychiatric disorders and addiction. The interactional data are reanalysed from the knowledge-building perspective of LCT, revealing that the two lecturers were operating different specialization codes and activating different gazes in terms of the social relations of both themselves and their students as knowers. The analyses demonstrate how slight shifts in interactional practices around epistemic positioning can have significant consequences for legitimating different knower positions in postgraduate neuroscience education. By combining micro-analysis with the sociological framework of LCT, the study offers insights into the complex dynamics of knowledge-building in advanced academic settings and offers tools for reflection on and enhancement of teaching practices in postgraduate science education contexts. • Explores epistemic positioning in postgraduate neuroscience classroom interaction. • Combines multimodal Conversation Analysis and Legitimation Code Theory. • Analyses two lecturers' epistemic positioning of themselves and students. • Lecturers linked knower attributes to advanced neuroscientific concepts. • Different 'gazes' activated related to social categories or ways of knowing. [ABSTRACT FROM AUTHOR]

This study investigates workplace interactions where peer's linguistic backgrounds are topicalized. Analyzing video recordings of backstage interactions (Goffman, 1959), the research highlights different interactional consequences of topicalizing peers' native languages and how it results in transformations in participation frameworks and thereby in the situated identities of participants. To address the main aim, the study uses an ethnomethodological conversation analytic approach to examine how participants respond to language-related inquiries, such as "How do you say X in your language?", and how these inquiries serve as membership inference-rich devices. The findings reveal that topicalizing a peer's language (other than the main medium in the group) can trigger various activity types, including jocular interactions and informal learning. Moreover, the interaction may lead to the display of possible vulnerability, as unfolding talk can position individuals as marginal within the group and thus occasion stance-taking toward that positioning with resistance. • Language topicalization is a social phenomenon in multilingual workplaces. • Language topicalization occasions negotiations of situated identities. • Language topicalization constructs in-group–out-group social categories. • Topicalizing a peer's language may construct that peer marginal to the whole group. • Topicalizing a peer's language may occasion learning opportunities at work. [ABSTRACT FROM AUTHOR]

Teaching is a highly complex and context-dependent activity that requires teachers' strategic employment of embodied resources tailored to the specific instructional contexts. Particularly, the coordination of teachers' whole-body movements, or mobility , becomes indispensable for instructions during small-group rounds (Jakonen, 2020), where teachers monitor and guide students, organize on-task activity, and engage in social talk. Drawing upon multimodal conversation analysis, the present study explores teacher movement, extending beyond walking to encompass leaning in, bending over, sitting with, and kneeling next to students, during a prolonged desk interaction. The analysis demonstrates how mobility is a professional resource that can be skillfully deployed in creating pedagogical opportunities that promote students' task engagement. The findings also reveal how students respond through mutual displays of bodily engagement that are sequentially and temporally aligning to the instruction. Overall, the study hopes to offer further insights into teacher mobility through fine-grained analysis of subtle bodily movements that engenders mutual student engagement during small-group rounds. • The teacher's use of body movements and postures enhance student participation. • Students mutually display increasing task-engagement through bodily responses. • Teacher mobility is a professional embodied resource to promote task engagement. [ABSTRACT FROM AUTHOR]

This paper identifies a previously undescribed genre of narrative about instances where an absent third party trespasses into the epistemic territory of the speaker by disregarding the speaker’s expertise in a knowledge domain tied to the speaker’s identity. These narratives occurred in unstructured interaction between close friends. We extracted a collection of exchanges from a corpus of sixty audio/video recording of conversations elicited in a university setting and analyzed them using methods from Conversation Analysis. In such narratives, speakers vilify the absent third party, make extensive use of direct reported speech, and explain why they are the true authority on the subject in question. They often speak directly to the absent party, sanctioning their behavior. Listeners respond to these narratives by displaying shock at reports of the third party’s statements and amusement at re-enactments of the speaker’s retorts. Listeners also assist in the narratives, often participating in scolding and denigrating the trespasser. We argue that these narratives act to recruit listener assistance in an after-the-fact sanctioning of the trespassing third party and validation of the speaker’s knowledge and related identity. [ABSTRACT FROM AUTHOR]

ABSTRACT Aim(s) Design Methods Results Conclusion Implications for the Profession and/or Patient Care Impact Patient or Public Contribution To provide an overview of evidence on the role of language in remote healthcare services prioritisation, from now on termed triage. This study synthesises literature, to better understand how language affects triage interactions, aiming to improve these processes.We conducted a meta‐aggregative review.A systematic search in Scopus from inception to September 2023 identified 437 studies on language in remote healthcare triage, of which 23 were included. Information was selected using both inductive and deductive coding, focusing on six linguistic features of interaction that have been described in the literature on studies using conversation analysis: turn‐taking organisation, overall structure, sequence organisation, turn design, lexical choice, and epistemological and other forms of asymmetry. The process followed the RAMESES Publication Standards for Meta‐narrative Reviews.Two main findings emerged. First, all six linguistic features are present in triage conversations, indicating that language involves more than just what is said. It also matters, for example, how and when a question is asked. Second, computerised decision support systems (CDSS) significantly affect conversation flow and dynamics.Language in triage involves more than literal speech and is heavily influenced by CDSS.Our study suggests that quality assessments of triage conversations should consider not only what is said but cover all relevant aspects of language. The influence of computerised decision support systems (CDSS) on linguistic features highlights the need for systems to be adaptable, to improve conversation quality and better addressing caller needs rather than focusing on one‐size‐fits‐all questions.This review highlights the complex role of language in triage conversations and its impact on interaction. It calls for a broader view of language in quality assessments, recognising that both call‐takers and callers contribute to call quality. Insights from this review can help developers enhance question types, sequence, and delivery methods of computerised decision support systems. Finally, education for call‐takers in healthcare sectors may be improved based on our findings.No patient or public contribution. [ABSTRACT FROM AUTHOR]

One of the most exciting moments in a prenatal ultrasound session is learning the sex of the baby.Following a conversation analysis perspective, we present a multimodal analysis of sequences of interaction between patient and practitioner at the time the foetus' sex is the focus of attention. Based on video data collected from maternity wards and private practitioners, we report on two types of sequences, which illustrate the different ways of responding to the perceptually-occasioned formulation of the foetus' sex: as a telling or as a noticing (in which case participants orient towards jointly seeing). While the possibility of both response is inherent to the sequential properties of noticing-based claims in general, we will discuss how the production of both types of sequences is sensitive and articulated to the distribution of epistemic authority as a practical achievement in this medical setting, along two dimensions: expert versus ordinary knowledge, and professional vision versus lay gaze. [ABSTRACT FROM AUTHOR]

Forms and functions of verbal backchannels, that is, short tokens such as uh-huh, yeah, and mhm uttered by a listener to the main speaker – have been widely investigated in conversation analysis. Few studies have examined the use of backchannels in Arabic culture, particularly in the context of media discourse. This study stresses the importance of contextualizing the forms and functions of backchannels. Five Arabic television discussions were analyzed quantitatively and qualitatively to determine the used forms and functions of backchannels. The findings demonstrated that backchannels were used mainly by presenters, and rarely by guests, as they control interactions. The results further revealed that, similar to other cultures and contexts, non-lexical backchannels were most frequently used because of their minimal interference in the discourse of the main speakers. A major finding of this study is the presenters' use of tayeb in Arabic, which is equivalent to alright in English, to regain the floor from the guest speaker and change the topic to address another guest. Backchannels are essential for maintaining cooperation in a variety of interactions and in various cultures. Backchannel universality, ease of use, and significance make them an important topic for further investigation in all cultures, particularly Arabic ones. [ABSTRACT FROM AUTHOR]

Social psychologists interested in interaction have demonstrated that help‐seeking is a fruitful area for understanding how people relate to one another, but there is insufficient knowledge on how people navigate emotional involvement in help activities. Drawing on discursive psychology and conversation analysis, this article examines third‐party calls to a crisis helpline, with emergency calls as a point of comparison, to see how participants manage emotional involvement related to callers' concerns for others. The analysis unpacks how participants orient to helplessness—callers' uncertainty and inability to move forward—as justifying a focus on the at‐risk person or on the caller's emotions. While dispatchers at emergency centres work to get pertinent information to send help, call‐takers at the crisis helpline are trained to offer emotional support. In the latter case, a caller's displays of helplessness may be treated as a sign of danger for the person at‐risk, but it can also be taken as a disposition to worry, warranting a focus on the caller's emotional state. Showing how participants manage this challenge as they navigate 'whom to help', the paper contributes to research on the accomplishment of subjectivity and objectivity and demonstrates the utility of this framework in suicide prevention. [ABSTRACT FROM AUTHOR]

This paper investigates offensive animal metaphors in blog comments about the management of donations of money and medical relief during the coronavirus pandemic in China. Rather than understanding the metaphorical usage of language as a cognitive process, we consider its situational usage as a social action and invoke insights from Conversation Analysis. Based on data retrieved from Sina Weibo, we show how discussants use animal metaphors to accomplish varying actions and construct intelligibility between themselves and others about the relationship between actions, moral accountability, and description of social events. We therefore argue that CA with its focus on topicality, action and societal membership can complement the cognitive understanding of the proximity between the source and the target domains. [ABSTRACT FROM AUTHOR]

Purpose: Creative workshops can promote various positive outcomes for people with dementia, such as reductions in undesirable symptoms and achieving levels of autonomy. Although these are undoubtedly positive outcomes, there is little understanding of the specific processes that can enable such outcomes. To address this issue, our study investigates the interactional processes of "choice-sequences," in which a PlwD makes a choice pertaining to materials (e.g. pens, coloured papers) for a creative activity. Methods: This Conversation Analysis study draws upon around 60 hours of video-recorded creative workshops involving artists, people with dementia, and carers. Drawing upon the notion of "co-creativity," we examine the collaborative work that goes into accomplishing choice- sequences. Results: While these sequences typically begin with an artist presenting a choice to a PlwD, carers routinely enter these interactions and provide various forms of support needed to accomplish each basic action of a choice-sequence. Conclusions: This study shows carers working alongside the artist to pursue the PlwD's choice in a triadic participation framework, and carers supporting the PlwD in a dyadic participation framework with the artist having exited the interaction. In providing such support, carers can utilize their understandings of the communicative norms and requirements of the PlwD. [ABSTRACT FROM AUTHOR]

Purposes: We performed a conversation analysis of the speech conducted among the surgical team during three-dimensional (3D)-printed liver model navigation for thrice or more repeated hepatectomy (TMRH). Methods: Seventeen patients underwent 3D-printed liver navigation surgery for TMRH. After transcription of the utterances recorded during surgery, the transcribed utterances were coded by the utterer, utterance object, utterance content, sensor, and surgical process during conversation. We then analyzed the utterances and clarified the association between the surgical process and conversation through the intraoperative reference of the 3D-printed liver. Results: In total, 130 conversations including 1648 segments were recorded. Utterance coding showed that the operator/assistant, 3D-printed liver/real liver, fact check (F)/plan check (Pc), visual check/tactile check, and confirmation of planned resection or preservation target (T)/confirmation of planned or ongoing resection line (L) accounted for 791/857, 885/763, 1148/500, 1208/440, and 1304/344 segments, respectively. The utterance's proportions of assistants, F, F of T on 3D-printed liver, F of T on real liver, and Pc of L on 3D-printed liver were significantly higher during non-expert surgeries than during expert surgeries. Confirming the surgical process with both 3D-printed liver and real liver and performing planning using a 3D-printed liver facilitates the safe implementation of TMRH, regardless of the surgeon's experience. Conclusions: The present study, using a unique conversation analysis, provided the first evidence for the clinical value of 3D-printed liver for TMRH for anatomical guidance of non-expert surgeons. [ABSTRACT FROM AUTHOR]

Implementing and using environmental management systems (EMSs) in the architecture, engineering and construction (AEC) sectors has received worldwide attention but never through a phenomenological lens. This study investigates the 'lived experiences' of experts who have implemented and used ISO 14001 in AEC organisations based in the UK. Using a qualitative research strategy of semi-structured interviews, extensive analysis of the conversations reveals several themes – namely, participants believe that ISO 14001 is not just an environmental business tool, ISO 14001 offers a means of delivering sustainability, ISO 14001 accreditation opens doors for business accruement and, moreover, ISO 14001 is more than a badge, rather it is a modern-day business necessity. The study also reveals that not all organisations asking for ISO 14001 have the accreditation themselves. Based on this evidence, and contrary to previous studies that have proposed that EMSs are chiefly implemented to save costs and comply with legislation, it seems that box ticking as part of the tendering process is now the major motivation for organisations to attain and maintain International Organization for Standardization accreditation. Further, concerns are expressed that some organisations are unwilling to state their sustainability objectives or embed their operations within an EMS that will be audited because it could emphasise their poor performance to stakeholders. [ABSTRACT FROM AUTHOR]

Vocalizations are a central resource for instructing in orchestra rehearsals. Conductors use them to make the musicians understand what they want to hear, i.e., through singing and rhythmic vocalizations they imitate or depict the envisaged musical qualities. In this contribution, I examine what vocalizations of orchestra conductors look like and how they are embedded in the instructional interaction between conductor and musicians. Based on a corpus of orchestra rehearsals in France and Italy, the paper uses multimodal conversation analysis to describe the vocal resources used by the conductors for singing, the interactional and sequential organization of vocalizations, as well as their functional properties. Vocalizing appears to often be accompanied by other semiotic resources, such as gestures and gaze, in order to form vocal-gestural demonstrations that embody musical aspects, e.g., tempo, phrasing, articulation, etc. The analysis reveals that vocalizations are employed by conductors for various purposes that exceed the simple action of imitating the music. Data are in French, Italian and English. • Conductors vocalize using arbitrary but similar syllables and onomatopoeic patterns. • Vocalizations are closely tied to and timed with prosodic and gestural events. • Vocal depictions provide gestalt-like information about music character. • Vocalizations indicate correctable aspects prospectively and retrospectively. • Vocal demonstrations specify verbal instructions and monitor musical performance. [ABSTRACT FROM AUTHOR]

Teachers turn to many sources for support and professional learning, including social media-based communities that have shown promise to help teachers access resources and facilitate productive exchanges. Although such online communities show promise, questions about their quality for providing a suitable learning environment remain insufficiently answered. In this study, we examine how teachers' engagement on Twitter (now known as "X") may adhere to characteristics of high-quality professional development (PD) activities. In that, we employ advanced conversational analysis techniques that extend the primarily descriptive methods used in prior research. Specifically, we collected data from three Twitter communities related to Advanced Placement Biology (N = 2,040 tweets, N = 93 teachers). Qualitative two-cycle content analyses derived both tweet content and sentiment. Using epistemic network analyses, we examined the collaborative structures to examine how participation patterns can identify characteristics of high-quality online PD. Results indicate that some teachers use Twitter with a content focus and coherent to their individual contexts and prior knowledge. Notably, differences in collaboration and participation patterns by teachers' overall activity level hint at the existence of an online community of practice. More active teachers communicated more about how their individual contexts relate to instruction, whereas less active teachers exhibited more targeted engagement, for instance, related to sharing teaching resources and organizing learning opportunities. Overall, this study illustrates how Twitter may provide a meaningful learning environment to teachers so that it can serve as a relevant avenue for their professional learning. [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 article offers a qualitative analysis of two instances of troubles-telling threads on a diabetes forum, with a specific focus on how these instances contribute to constructing a way to manage others' expectations concerning how persons diagnosed with diabetes control their condition. From the perspective of conversation analysis and discursive psychology, this article shows some recurrent features of both troubles-telling (namely announcement, stake inoculation and self-deprecation) and of troubles-receiving (namely appreciation, second stories, escalation). Our analysis furthermore shows how inadequate expectations from family members are judged differently from those of health professionals. The latter are judged more harshly for what seems a lack of professional competence, whereas the former are more easily pardoned but pose a particular challenge in that patients do not wish to remove these persons from their lives. Through this analysis, we contribute to showing a particularly important function of patient fora, namely allowing patients to tell troubles about others' expectations and to receive support and advice for these circumstances that put a heavy emotional burden. [ABSTRACT FROM AUTHOR]

Introduction: On January 2, 2020, the FDA announced a policy focused in part on prioritizing enforcement of flavored (other than tobacco- or menthol- flavored) cartridge-based electronic nicotine delivery systems (ENDS) without premarket authorization. Methods: We used a query to identify Reddit conversations relevant to the policy from January 2 to May 6, 2020. Our sample included 576 posts (46 posts and 530 accompanying comments). Two analysts coded posts for mentions of use behaviors (e.g., switching, quitting), purchasing behaviors (e.g., purchasing from retailer new to the user), and flavored products. We summarized frequencies of coded data and provided illustrative quotes. Results: Only 21.0% (121/576) of posts mentioned use behavior. Switching behavior was the most common use behavior mentioned (50.4%, 61/121). Most switching behavior posts focused on ENDS-related switching (91.8%, 56/61). The most common ENDS-related switching behaviors mentioned were switching to an open tank (45.9%, 28/61) or device with refillable pods/cartridges (44.3%, 27/61); 8.2% (5/61) mentioned switching to disposables. Just 15.5% (89/576) of posts mentioned purchasing behavior, with the most common being purchasing from a retailer new to the user (32.6%, 29/89). Only 6.8% (39/576) of posts mentioned specific flavors. Conclusion: Reddit posts about the policy commonly discussed switching to non-cartridge-based ENDS products, such as open tank systems or disposable devices, and purchasing products from different online sources that were still selling these products. Findings suggest that publicly available Reddit data can complement data from traditional sources (e.g., surveys, sales) to understand potential unintended consequences associated with policies by exploring the public's reactions. [ABSTRACT FROM AUTHOR]

In this qualitative study, we analyze the role of emotion in teacher candidates' (TCs') sociocultural constructions of youth during student teaching. We explored the following questions: How do TCs reinforce and/or disrupt perspectives on teaching adolescents during discussions about classroom field incidents? How and with what effect do emotions move among TCs and shape discussions of classroom field incidents? How do TCs express emotions during discussions of classroom field incidents? We build on literature on emotion and adolescence to highlight two illustrative examples of TCs' co-constructions. We employ Conversation Analysis (CA) to transcribe spoken discourse and to identify emotional paralanguage and Thematic Analysis (TA) to synthesize data into patterned findings. In so doing, we illuminate a dynamic dialectical relationship between TCs' emotions and their perspectives of students, which resulted in both asset- and deficit-based co-constructed conceptualizations of youth. [ABSTRACT FROM AUTHOR]

While existing research into L2 classroom discourse has highlighted how knowledge and knowledge positions are negotiated, no attention seems to have been paid to what might be called conceptual epistemic domains. Drawing on 22 hours of video-recorded data from Iranian EFL classrooms, our conversation analytic study illustrates how invoking conceptually accessible epistemic domains creates interactional space for teachers to introduce conditionally relevant vocabulary. We define conceptual epistemic domains as areas of world knowledge to which learners have ostensible access. The bottom-up analysis of our data showcases that such practices serve two pivotal pedagogical functions: (1) providing contingent assistance; (2) initiating and maintaining warm-up activities. In the former, the teachers invoke the conceptually accessible epistemic domain facing learners' claims of insufficient knowledge to elicit relevant further talk. In the latter, the teachers sequentially build up a shared conceptual access to conduct a warm-up activity. Both cases unfold interactional space where relevant vocabulary items emerge as learnables. We argue that by bringing to the fore what is conceptually accessible to the learners, teachers orient to relevant vocabulary items as teachable objects. Our findings thus shine light on an interactional resource through which the need for vocabulary teaching is talked into being. [ABSTRACT FROM AUTHOR]

The interactional roles of smile and laughter have been widely explored in both institutional settings and mundane talk (e.g. Holt 2016; Potter and Hepburn 2010). However, the role of one specific kind of smile, what we call a 'squeezed-mouth smile' (SMS), remains unexamined. Using CA, this study explores one teacher's use of SMS in response to student turns, and how it is used to mitigate disaffiliation when treating a student response as inappropriate or transgressive. Four sample extracts out of 15-case collection are presented and analysed. The use of SMS enables her to manage a potentially delicate interactional moment by treating the student turn as inappropriate but without admonishment or discouraging further participation. Analysis also suggests, however, that SMS may be insufficient in enabling her to elicit the target response and realign interactional trajectory, allowing students to continue transgressive responses. Thus, SMS works in conjunction with verbal responses, which together identify (1) that, and why, the turn is considered inappropriate and (2) the form of the desired response. Overall, this study contributes to research on practices available to teachers in managing alignment and affiliation in classrooms. [ABSTRACT FROM AUTHOR]

Interaction is a dynamic process that evolves in real time. Participants interpret and orient themselves towards turns of speech based on expectations of relevance and social/conversational norms (that have been extensively studied in the field of Conversation analysis). A true challenge to Human Robot Interaction (HRI) is to develop a system capable of understanding and adapting to the changing context, where the meaning of a turn is construed based on the turns that have come before. In this work, we identify issues arising from the inadequate handling of the sequential flow within a corpus of in-the-wild HRIs in an open-world university library setting. The insights gained from this analysis can be used to guide the design of better systems capable of handling complex situations. We finish by surveying efforts to mitigate the identified problems from a natural language processing/machine dialogue management perspective. [ABSTRACT FROM AUTHOR]

This article revisits the notion of behaviour settings, coined by Roger G. Barker (Barker 1968, Ecol. Psychol. 28, 39–55 (10.1080/10407413.2016.1121744)), as a useful concept for the analysis of situations and communicative needs of persons after larynx removal surgery (laryngectomy). We claim that behaviour settings offer a way to characterize types of situations and types of participation, which, in turn, helps to identify aspects of communication where compensation is needed; these steps are crucial in the design process of reliable and context-sensitive speech aids. Moreover, we advocate complementing the behaviour setting concept as a unit of analysis with modern developments in the cognitive sciences, such as conversational analysis of co-operative actions (Goodwin 2017, Co-operative action (learning in doing: social, cognitive and computational perspectives). Cambridge: Cambridge University Press (10.1017/9781139016735)) and the analysis of multi-perspectival experience (De Jaegher 2021, Phenomenol. Cogn. Sci. 20, 847–870 (10.1007/s11097-019-09634-5)). Such an integration of macro- and micro-level patterns should help discover the relevant relations and values in particular situations. We illustrate our claims with examples from Barker's own work and from our ongoing analyses of the everyday life of persons after laryngectomy. This article is part of the theme issue 'People, places, things, and communities: expanding behaviour settings theory in the twenty-first century'. [ABSTRACT FROM AUTHOR]

Background Methods Results Discussion The transition from first to second stage of labor is poorly understood. While the onset of second stage is defined by cervical measurement, dilation cannot be directly sensed or externally observed. Thus, uncertainty exists when women report pushing urges before dilation is confirmed. This study aimed to explore how sensations of pushing and uncertainty over progress are interactionally managed.We audio/video recorded the labors of 37 women in two midwife‐led units in England. Our analysis focused on a subset of 28 recordings that featured discussion of transition from first to second stage of labor. The interactions between midwives, laboring women and their birth partners were transcribed and analyzed using conversation analysis.We identified a ‘pushing until proven otherwise’ rule granting temporary, contingent authority to bodily urges to push while tracking progress over time. Specifically, midwives supported reported pushing sensations without insisting on examinations. Caution was occasionally expressed in distinguishing between irresistible and forced pushing. Across multiple contractions, midwives watched and waited for alignment of sensations with signs of descent. Where signs of progress were absent over time, examinations were treated as clinically indicated.Thus, a complex interplay of women's sensations and midwifery expertise produced care. Compared to past research, our analysis demonstrates increased validation of embodied experience in contemporary midwife‐led practice. However, uncertainty still requires navigation through collaborative work. We evidence how this navigation is accomplished in real‐time interactions. [ABSTRACT FROM AUTHOR]

AbstractIn place of unidirectional transmission of information, discourse on feedback advocates approaches that are more dialogic and promote student agency. The design review is a signature feedback method in architectural education. Although the review’s format involves verbal interaction between students and reviewers regarding the students’ design projects, there are differing views over the extent to which it aligns with a dialogic feedback ethos. This study analyses the talk between students and reviewers during design review sessions, using four established potentialities for student learning in dialogic feedback and applying interaction analysis to understand the conversational exchanges taking place. The findings reveal that contributions by reviewers dominated the sessions. However, they also posed questions, were willing to listen and employed talk strategies that build trust. Students responded to questions, but rarely took the initiative in their session. In considering implications for learning, several strategies to curate more student-centred dialogue are identified, especially around ways that elicit students’ engagement and nurtures their active reflection, critical thinking and feedback seeking, to harness latent interactional opportunities. These could apply to the design review or similar feedback methods based on student presentations. [ABSTRACT FROM AUTHOR]

AbstractMost research about augmentative and alternative communication (AAC) has focused on improving use of and access to speech generating devices (SGDs). However, many adults with significant physical and developmental disabilities express a preference for unaided, embodied forms of communication. This study used conversation analysis (CA) techniques to analyze the forms and functions of embodied communication that occurred during interactions between a young man who used unaided, embodied communication and an SGD to communicate with a familiar communication partner. Close analysis revealed that embodied resources were required for both unaided and aided forms of communication. Furthermore, both participants used their bodies to establish interactional spaces with different focal points during interaction, which placed different demands on the aided speaker. Unfortunately, when the SGD was the focal point, problematic demands were placed on the aided speaker, which in turn resulted in increased embodied effort on his part. The forms and functions of the body, differences in the participants’ interactions when communication did and did not involve the SGD, and implications for research and practice are all reported and discussed. [ABSTRACT FROM AUTHOR]

Due to modernisation and Englishisation in Bahrain, noticeably different types of bilingual and bicultural experiences exist, especially among the youth. Recently, the rise of Chinese education policies in the region raises the question of how it might alter the local linguistic market and the forms of capital within it. Applying a scalar-chronotopic analysis to audio-recorded conversations from Bahraini youth as well as textual data from the Confucius Institute in Bahrain’s website and related press releases, this paper lays out key information about the status of languages in the Bahraini linguistic market to discuss how Chinese might alter the current state of affairs. This approach also highlights the indexical differences in how these codes are promoted and perceived. I argue that whereas the sociocultural aspect highlighted in the promotion of Chinese is somewhat absent when it comes to English, it still has neoliberal implications. I conclude with a discussion regarding a more productive integration of ‘culture’ in the promotion and acquisition of language. [ABSTRACT FROM AUTHOR]

Dysphagia, a disorder affecting the ability to swallow, has a high prevalence among the older adults and can lead to serious health complications. Therefore, early detection of dysphagia is important. This study evaluated the effectiveness of a newly developed deep learning model that analyzes syllable-segmented data for diagnosing dysphagia, an aspect not addressed in prior studies. The audio data of daily conversations were collected from 16 patients with dysphagia and 24 controls. The presence of dysphagia was determined by videofluoroscopic swallowing study. The data were segmented into syllables using a speech-to-text model and analyzed with a convolutional neural network to perform binary classification between the dysphagia patients and control group. The proposed model in this study was assessed in two different aspects. Firstly, with syllable-segmented analysis, it demonstrated a diagnostic accuracy of 0.794 for dysphagia, a sensitivity of 0.901, a specificity of 0.687, a positive predictive value of 0.742, and a negative predictive value of 0.874. Secondly, at the individual level, it achieved an overall accuracy of 0.900 and area under the curve of 0.953. This research highlights the potential of deep learning modal as an early, non-invasive, and simple method for detecting dysphagia in everyday environments. [ABSTRACT FROM AUTHOR]

Pain assessment is key in deciding whether amputee patients are fit to receive a prosthesis, but its interactional accomplishment is still underexplored. This study adopts multimodal conversation analysis to investigate how pain assessment is carried out during medical visits at an Italian prosthetic clinic involving 77 patients and 24 health professionals. In the analyzed data, doctors carry out pain assessment by asking patients whether they feel pain during palpation of the stump, and patients respond by elaborating on their sensations and using touch in turn. The analysis focuses on a collection of 10 cases in which patients use response expansions and self-touch to reorient doctors’ ongoing inquiry by specifying the type of sensation they experience and its location or to correct doctors’ previous inquiry. The analysis illuminates how the patient’s body becomes a resource for tactile practices that are shared between doctors and patients in the service of a common understanding of patients’ pain. This analysis provides new knowledge of a practice patients use to redirect doctors’ attention and understandings. [ABSTRACT FROM AUTHOR]

Persistent deficits in the ability to initiate social interaction is a core criterion for a diagnosis of autism, and quantitative research shows that children with autism initiate fewer bids for interaction than neurotypical children. This conversation-analytic examination of two interactions between a man with autism, Harry, and two familiar carers will provide insights into the scope of his competences in topic initiation. Analyses of the participants' online management of turn-taking and sequence organisation demonstrate that Harry's topic initiations can be facilitated by a high silence tolerance of the interlocutor in initiation-relevant sequential environments. Specifically, Harry initiates more topics, when his conversational partner endures the long silences after possible sequence closure. The analyses underline that Harry does not lack neither competences nor motivation to successfully execute initiations. Instead, it is proposed that Harry's deficits in initiation should be reconceptualised as a difficulty of initiating interaction on neurotypical terms, where the standard maximum silence between turns is approximately one second. Hereby, the study emphasises that communicative competences of individuals with autism are interactionally managed, emerging in interaction with conversational partners. [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 article investigates the interactional constitution of a phenomenon recurrently reported by teachers who complain about a loss of authority, a systematic delegitimization of their role. Adopting a conversation analysis informed approach to a single-case study from a corpus of parent–teacher conferences, we illustrate how challenging the teachers' expertise is accomplished by participants as an outcome of some identifiable communicative practices. Particularly, we analyze the practices of "quoting" and "referring to the expert" as interactional resources differently exploited by participants: While parents challenge the teachers' epistemic authority and lay the foundation for claiming the right to decide what do to with their son in the classroom, teachers contribute to this epistemic positioning and cede their expert knowledge-based deontic rights, that is, the right to decide the best practices to adopt in the classroom. In the discussion, we advance that the participants' interactive competence in navigating the complex epistemic landscape of the encounter profoundly impacts on the local definition of reciprocal epistemic and deontic rights and responsibilities. Indications for teachers' education are provided in the conclusion. [ABSTRACT FROM AUTHOR]

The police are more likely to arrest, write citations, and reciprocate with coercive responses that involve warnings and threats when citizens disrespect and resist the police. Warnings in natural discourse are considered to be benevolent and differ from threats only in the intention and attitude of those who issue such speech acts. This article examines how ordinary features of talk-in-interaction are adapted to meet the institutional exigencies of patrol work, and how the interactional order of closing sequences in traffic encounters are collaboratively produced by police and drivers alike. We analyze 50 traffic encounters involving mundane infractions such as speeding and running a red light from the United States using principles of conversation analysis. Our findings indicate that closing sequences can be viewed as mutually accomplished social action in three distinct ways that are similar to and different from ordinary conversations. The implications for police studies and procedural justice research are discussed. [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]

In recent years, Conversational Analysis (CA) has seen an increasing interest in longitudinal studies (Deppermann & Pekarek Doehler, 2021). The recurrent experience of interactional practices leads interactants to develop routines that may sediment into entrenched patterns over time (Dreyer, 2022). Longitudinal CA thus aims to track the emergence and sedimentation of interactional practices over time. In this contribution, we analyse interactional practices of participation in play-situations. Participation in joint activities is a universal form of human sociality (Goodwin & Goodwin, 2005). Here, we focus on how children perform their own agentive participant's work and how mothers support their children in doing so. Investigating a longitudinal data set of mother-child play-interactions at ages 1 and 5, we ask whether participation patterns emerge as early as in the first year and are sedimented in the fifth year, as well as whether the synchronisation of embodied action provides crucial resources for the achievement of active participation in joint activities. [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]

The historic neighborhood of Smokey Hollow was the center of a vibrant Black community in Tallahassee, Florida. While it was the site of the city dump and gasification plant, it had its own bustling circulations and flows. In this paper, we examine how the State of Florida and the City of Tallahassee mobilized conceptions of race, value, and circulation to categorize Smokey Hollow as blighted. We draw on archival documents and oral histories to illustrate how governing authorities linked white mobility with value and Blackness to stagnancy and waste. They used these discourses to forward urban renewal efforts that erased Black place and its circulations to make way for transportation infrastructure that better connected white suburban spaces to the Tallahassee Capitol Center, and later, greens-pace. Examining five moments in the historic transformation of Smokey Hollow—from Black place to greenspace—shows how relations of race, value, and circulation inform the production of urban space. We argue that logics of circulation and stagnancy need to be brought into conversation with critical analysis of racial capitalism and valuation to better understand urban renewal and how the destruction of Black place is rationalized in the U.S. South. [ABSTRACT FROM AUTHOR]

There is limited qualitative research on the experience of loneliness in adolescence, meaning key facets of the loneliness experience that are important in adolescence may have been overlooked. The current study addresses that gap in the literature and explores how loneliness is experienced in the context of adolescence from the perspective of adolescents. About 67 online counseling conversations between Childline counselors and adolescents (ages 12–18 years; 70% females) who had contacted Childline to talk about loneliness were analyzed using Thematic Framework Analysis to establish commonalities and salient issues involved in adolescent experiences of loneliness. Young people considered loneliness to be an intense experience that negatively impacted their daily lives. Experiences of loneliness revolved around difficulties with peer relationships, but turmoil at home worsened those experiences. Young people often employed short-term coping strategies that distracted them from loneliness. Issues with trusting others and self-worth acted as barriers to seeking long-term help. Recommendations include (1) the training of teachers and parents to recognize and support young people experiencing loneliness and (2) further research to establish the coping strategies that are used by adolescents who successfully overcome loneliness. [ABSTRACT FROM AUTHOR]

A central assumption of conversation and multimodal analysts is that the participants have sensorial access to the acoustic features, most notably talk, of the studied interactions, which are available thanks to the recordings. If speakers stand in close proximity, a microphone is placed between or on one of them, and the analyst considers that the resulting recording captures the sound that is relevant both for the participants and for research purposes. The study of mobile and spatially distributed interactions comes with a challenge: If speakers are not spatially close but apart from each other, what is the relevant sound for the researcher to collect and examine? In this article, we show that prosodic, compositional and sequential features of the same segment of talk sound differently depending on the exact location of the hearer, or recording device, which is relevant for the analyst as well as for the participants. Our study was based on a corpus of hospital staff corridor interactions captured with a set-up composed of four video-cameras and eight wireless microphones operating simultaneously. [ABSTRACT FROM AUTHOR]

The Parole Board (PB) for England and Wales is responsible for deciding whether prisoners are safe to be released into the community. Although the PB was using remote formats (teleconferencing and videoconferencing) to conduct hearings prior to 2020, the coronavirus (COVID-19) pandemic accelerated the wider application of remote hearings. Such changes in modality can have a significant impact on interactional practices, with participation in remote communication requiring a different set of skills from those normally involved in in-person interaction. We argue that this shift in modality is important because it risks impeding prisoners' participation in hearings and may limit the legitimacy of a parole hearing decision when examined through the lens of procedural justice theory. In this article, we draw on a dataset of 30 recordings of in-person and remote oral hearings. We analyse sections in which prisoners are questioned by PB panel members to identify whether these interactions can be deemed to be as successful in remotely held hearings as compared with in-person hearings. To assess this, we compare instances of communication problems that occur in the datasets. Applying conversation analysis, we find that instances of repair work from participants are statistically more likely to be present in remote hearings when compared to in-person settings. Our analysis has implications for the operating model being used by the PB and knowledge around participation in remotely held justice contexts. [ABSTRACT FROM AUTHOR]

Social issues require a multifaceted approach to understand and deal effectively. The lack of a multi-dimensional approach leads to the presentation of one-dimensional policies, and as a result, social issues are not resolved. Among the social issues, there are many ups and downs of hijab in Iranian society. This article believes that one of the reasons for not solving the hijab issue is the lack of a multi-dimensional perspective in policy making in this area. In order to examine this failure in more detail, this article evaluates the approved policies during the last four decades from the perspective of eight theorists to examine the theoretical dimensions and nineteen active activists in the field with the aim of examining the difficulties of implementing policies in direct contact with the audience of the hijab arena. Is. Content analysis method has been used to analyze the participant's points. The result of the analysis of the conversation with the group of participants led to the central category of ill-considered policy, the result of two main concepts of the sovereign understanding of hijab and uneven confrontation. A sovereign understanding of the hijab means an independent understanding of the context and mind, which has led to a one-sided and political interpretation of the hijab. The consequence of such an understanding is the inconsistent confrontation with hijab in the channel of state-oriented politics (instead of problem-solving politics) and the contradictory confrontation of the government with women and men without approved hijab in certain political situations. What seems to be useful in correcting this process is the awareness of the sovereign policy makers regarding the damage caused by the one-dimensional view and the improvement of the knowledge of the policy makers and the policy-making process towards the multi-dimensional view and its requirements. [ABSTRACT FROM AUTHOR]

This article addresses how code-switching facilitates language acquisition in an online legal English classroom for Arabic-speaking learners. The study aims to describe and analyze the use of code-switching as a facilitative resource for second language acquisition, particularly within the context of the online classroom. The article holds significance in two key areas: first, it contributes to the existing literature on code-switching between Arabic and English in language learning contexts. Second, it addresses a gap in research by focusing on an underexplored context: online legal English classes for Arabic-speaking learners, a topic which has not been widely researched. Applying Conversation Analysis to fragments from the online class, the findings reveal that code-switching serves as a vital resource for learners in comprehending complex legal concepts by drawing on their first language (L1) knowledge (in this case, Arabic). It also facilitates word searching, collaborative learning, and effective negotiation of meaning, aiding in the overall second language (L2) acquisition process. [ABSTRACT FROM AUTHOR]

Research on translanguaging practices in multilingual contexts has explored how translanguaging highlights the multilingual and multicultural nature of social interactions and its transformative nature in transgressing established norms and boundaries. This article aims to provide an alternative view of interactional competence by connecting it to the notion of translanguaging and its emphasis on the active deployment of multiple linguistic, semiotic, and sociocultural resources in a dynamic and integrated way. We argue for extending the notion of interactional competence as we suggest that translanguaging is the practice of drawing on a speaker's interactional competence for constructing new configurations of language practices for communicative purposes. Such a conceptualization reinforces the meaning-making process as a locally emergent phenomenon and a jointly accomplished social action. It also conceptualizes the undertaking of co-constructing social interactions as a process of translanguaging whereby interactants need to seek out available multilingual and multimodal resources and make strategic choices among these resources in order to achieve their social actions on a moment-by-moment basis. This article utilizes Sequential-Categorial Analysis, which combines Multimodal Conversation Analysis and Membership Categorisation Analysis, in its analysis of classroom video recordings of vocabulary instruction in a beginner-level adult English-for-Speakers-of-Other-Languages classroom in order to demonstrate our argument. [ABSTRACT FROM AUTHOR]

Drawing on conversation analysis, this study examines primary-concern solicitation in Mandarin-speaking medical encounters in China. Based on the observation of naturally occurring solicitation sequences, we identify the major question formats and problem-solicitation patterns in China's mainland. It is found that Chinese medical openings feature both the dominance of generic solicitation in primary-concern solicitation and the recurrence of phase-skipping business-specific solicitation. Chinese primary-concern solicitation tends to be both more permissive and restrictive than its English counterpart, driven by the same concern of consultation efficiency. The study contributes to a cross-cultural comparison of the medical activity and enriches the understanding of culture and language's influence on performing social actions in medical encounters. [ABSTRACT FROM AUTHOR]

Contrary to prevailing research on willingness to communicate (WTC) which treats spoken second language (L2) as the predominant indicator of WTC, this study examines a young English as a second language (ESL) learner's WTC expressed through multimodal means and her utilization of multimodal and multilingual resources for mediating WTC in translingual environments. Data were collected from videotaped ESL lessons and an interview. Adopting a multimodal conversation analysis (CA) approach, this cross‐disciplinary study analyzes the ESL novice's WTC expressions in two communicative settings: small‐group interactions in ESL class and a multilingual triad conversation in an interview. Findings reveal that (1) gestural WTC display can signify more than one's intention to enter discourse, (2) contrary to previous WTC studies, first language (L1) use can indicate L2 WTC, and (3) the learner used diverse semiotic resources to mediate WTC and sustain discursive engagement. Implications are discussed with respect to the findings. This study extends the understanding of WTC beyond spoken L2 expressions, emphasizing embodied display and L1 use in the learner's communicative repertoire. Additionally, it sheds light on the learner's strategic use of multimodal resources to sustain engagement in translingual environments, contributing to the broader field of language education and multimodal analysis. [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]

In research on communication in music lessons, masterclasses, and rehearsals, there is a growing focus on multimodal interaction using conversation analysis (CA), where the combination of talk and embodied actions (e.g., using musical instruments, gestures, voice, and score) provides the opportunity to study this complex area in microscopic detail and the potential for findings to inform practice. A methodological approach informed by CA was used to explore processes in peer-led musical theatre rehearsals in a university, where students adopted the roles of both musical director and performer. The data consisted of 12 hr of video-recordings of rehearsals that took place over the course of 5 weeks and involved 24 participants; the data were analyzed to identify patterns in relation to informal interruptions (talking that did not relate to the task at hand) that occurred during the rehearsals, and how they were managed by the student director so that rehearsing could be resumed. Management often involved musical prompting as part of a three-stage sequence: (1) orienting to the piano, (2) giving directives, and (3) initiating performance. The directors' prompts included vocalizing, playing the piano accompaniment, and making bodily movements. These actions served to capture the performers' attention, interrupt the informal talk, bring the focus back to performing, and indicate performers' starting notes. The director completed the sequence by initiating a run-through of the previously rehearsed segment of the performance. The findings not only have implications for students' management of rehearsals but also highlight the value of studying multimodal rehearsal interactions and techniques generally to ensure effective and efficient delivery in typically time-constrained rehearsal periods. [ABSTRACT FROM AUTHOR]