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This study uses an interdisciplinary approach to explore the interplay of linguistic and subject-matter learning. Drawing on previous linguistic work on discourse and genre acquisition, subject-matter teaching as well as the convergence of linguistic and content learning in multilingual classrooms, the study seeks to examine the following questions: (1) How can patterns of classroom talk support or hinder the acquisition of academic discourse competence and subject-matter learning? (2) How are these two learning domains related? The analyses of 120 video-recorded mathematics and German lessons in five classes (n=149 students, 10 teachers) in different German school types revealed two patterns of teacher-student-interaction, which differ in the participatory roles and the (language) learning opportunities they assign to the students. Two larger excerpts from mathematics-lessons are analyzed to illustrate the ways in which linguistic and content learning merge in the two patterns.

Sprachliche und kommunikative Kompetenz ist, wenn auch mit unterschiedlichen Schwerpunkten, eines von vielen Lernzielen für Lernende in allen Bildungseinrichtungen von der Kindertageseinrichtung bis zur Universität. Gefordert wird unter anderem die Produktion von komplexen Diskurseinheiten auf bildungssprachlichem Niveau. Bildungssprache soll in diesem Zusammenhang als ein detaillierter, kontextentbundener verständlicher sowie begrifflich präziser (Morek und Heller 2012, S. 68). Sprachgebrauch mit dem übergeordneten Merkmal der Explizitheit (Feilke 2012) verstanden werden. Das Sprechen kann dabei unter anderem als Werkzeug der Wissensvermittlung (kommunikativ) und des Denkens (epistemisch) fungieren (Morek und Heller 2012). Wie bildungssprachliche Fähigkeiten vermittelt werden können, ist allerdings noch nicht abschließend geklärt (Feilke 2012). Hinzu kommt, dass sich zumindest bezüglich des mündlichen Sprachgebrauchs in Lehr- und Lernkontexten häufig wenig Gelegenheit zum Einüben längerer Redebeiträge bietet. Die Kommunikation über Texte erscheint hierfür schon aufgrund der Annahme geeignet, dass Texte eigentlich erst während der Rezeption von den Rezipient*innen konstruiert werden. Wir gehen mit Hausendorf et al. 2017 davon aus, dass Texte Lesbarkeitshinweise bereitstellen, die von den Rezipient*innen zur Konstruktion ihrer eigenen mentalen Modelle genutzt werden. Diese können als Ausgangspunkt für Gespräche mit längeren Redebeiträgen (epistemische Funktion) verwendet werden, in denen Bedeutungen immer wieder ausgehandelt werden (kommunikative Funktion). Solche Aushandlungen sind zwangsläufig kontextentbunden und fordern auch einen gewissen Grad an sprachlicher Explizitheit. Eine Möglichkeit ist die Verwendung literarischer Texte als Gesprächsanlass. Im Sinne eines erweiterten Textbegriffs (vgl. Staiger 2007) sollen darunter Texte in allen Medien verstanden werden, wie z. B. Bilderbücher, Computerspiele, Comics, Gedichte oder Filme. Die Offenheit literarischer Texte ermöglicht es, dass sie auf stets variierende Art interpretiert und verstanden werden können (vgl. Charlton und Sutter 2007). Dies entlastet die Interaktant*innen davon, eine „richtige Antwort“ geben zu müssen. In Anschluss- oder Begleitkommunikationen wie z.B. in Vorlesegesprächen (vgl. u.a. Wieler 1997, Spinner 2004, Gressnich et al. 2015) sind unterschiedliche Sichtweisen auf die Texte sogar ein erwünschter Effekt, der es auch Rezipient*innen mit sehr unterschiedlichen Wissensständen ermöglicht, sich über die Texte auszutauschen. Außerdem können die am Gespräch Teilnehmenden insofern voneinander lernen, als dass sie die unterschiedlichen Sichtweisen auf den Text nachvollziehen. Auch von der eigenen Deutung abweichende Äußerungen bergen ein großes Potenzial, weil sie dazu veranlassen, die eigene Haltung zum Text zu reflektieren, sie argumentierend zu verteidigen oder zu modifizieren (vgl. u.a. Spinner 2010, Preußer 2017, Heizmann 2019). Im vorliegenden Sammelband werden in elf Beiträgen unterschiedliche Perspektiven und verschiedene Erhebungs- und Auswertungskontexte, unter denen Gespräche über literarische Texte aktuell betrachtet werden, vorgestellt.

Der methodologisch ausgerichtete Beitrag stellt theoretische und methodische Grundlagen sowie An­wendungsperspektiven des Kodierinstruments ISKODIL vor, mit dem „diskurserwerbsförderliches Lehrerhandeln“ (Heller & Morek, 2015) erfasst wird. Es wurde im Rahmen eines Professionalisierungsprojekts zu lehrerseitigem Interaktionsverhalten in Unterrichtsgesprächen entwickelt und ist gesprächsanalytisch und diskurserwerbstheo-retisch fundiert. In Abgrenzung zu bisher vorliegenden Kodierinstrumenten für Unterrichtsgespräche wird gezeigt, wie mit Hilfe von ISKODIL individuell zugeschnittenes diskursives Fordern und Unterstützen diskursiver Beiträge in seiner Sequenzialität und Interaktivität abgebildet werden kann, vor allem mit Blick auf das Setzen globaler Zug­zwänge durch Lehrkräfte und den Einsatz von Zuhöreraktivitäten. Die Einsatzmöglichkeiten von ISKODIL werden anhand des Vergleichs diskurserwerbsförderlichen Lehrerhandelns von vier Deutschlehrkräften illustriert.

Der Beitrag führt in die thematische Kollektion Interaktionen im Fachunterricht lernförderlich gestalten ein. Ausgehend von einer knappen Skizze der bisherigen Forschung zu Unterrichtsgesprächen über verschiedene Disziplinen hinweg werden die fachdidaktische Profilierung, die Berücksichtigung der Interaktivität unterrichtlicher Gesprächsverläufe und die Adaptivität lehrerseitigen Agierens als zentrale Desiderate identifiziert. Es wird aufgezeigt, welchen Beitrag die drei Artikel der Kollektion hierzu jeweils liefern. Zudem stellt der Beitrag heraus, inwiefern die Erfassung einer fachlich gehaltvollen und lernersensitiven Gestaltung von Unterrichtsgesprächen eine Kombination quantifizierender und sequenzanalytischer Verfahren erfordert.

Normal 0 21 false false false DE X-NONE HE This study builds on the observation that establishing joint imagined space is an integral part of a wide range of discursive practices, e.g. telling a story or discussing architectonic problems. Conceptualizing imagination as a co-operative and interactively organized activity that involves the participants’ embodied co-orientation to absent entities, we examine in detail how an imagined space of a game board is created in the activity of explaining a game. The analysis is based on video recordings of children with varying capabilities as they engage in game explanations with an adult. Drawing on multimodal conversation analysis and Buhler’s theory of deixis, we examine how two children come to terms with the epistemic and perceptual tasks involved in establishing joint imagined spaces. Findings demonstrate that both children demonstrate considerable skills in dealing with the perceptual task, i.e. mobilizing and monitoring the addressee’s visual co-orientation. They differ, however, in how they attend to the epistemic task, i.e. take into account differential states of knowledge and reorganize the indexical ground. Normal 0 21 false false false DE X-NONE X-NONE

Wie ist es um die deutsche Sprache in den Schulen bestellt? Bisherige wissenschaftlich fundierte Antworten, etwa von Großstudien wie PISA oder DESI, zielen auf repräsentative, eng umschriebene Zustandsbeschreibungen. Sie erfassen nur wenig von der Dynamik der Veränderung und der Arbeit an Sprache, die ja gerade das Aufgabenfeld der Schule ist. Der hier vorgelegte Bericht der Deutschen Akademie für Sprache und Dichtung und der Union der deutschen Akademien der Wissenschaften sieht die Schule als gesellschaftliches Sprachlabor. Er entwirft das in vieler Hinsicht überraschende Bild einer „Sprache im Werden“. Dabei liegt der Schwerpunkt auf den durch die Schriftlichkeit geprägten, sprachproduktiven Leistungen der Schülerinnen und Schüler. Insgesamt zehn Teilkapitel behandeln ein breites Spektrum von Fragen: Wie verhalten sich familiäre Kommunikationsmuster zu den schulischen? Hat die Lehrersprache einen Einfluss auf die Schülersprache? Wie stellen Schülerinnen und Schüler Zusammenhänge in ihren Texten her? Was bestimmt den Ausbau des Wortschatzes und der Grammatik? Wie sieht die historische und individuelle Entwicklung der Rechtschreibung inklusive der Zeichensetzung und der Handschrift aus? Wie verändert der digitale Wandel das Sprachlernen und wie steht die Spracherfahrung in vielfältigen Familiensprachen zum Ziel des Erwerbs der Bildungssprache? Der Bericht wendet sich an die bildungsinteressierte Leserschaft, an Eltern, Lehrerinnen und Lehrer und nicht zuletzt an die Bildungspolitik.

The study explores how children deploy gaze and embodied epistemic stance displays to establish a mutual epistemic responsibility when dealing with potentially controversial questions. Drawing on video recordings of 24 peer interactions involving children aged 9-12 years, the sequential and multimodal analysis describes the practices that construct intercorporeal participation frameworks for collaborative reasoning. Findings demonstrate that children coordinate gaze and multimodal displays of epistemic stance to mobilize co-participants' attention toward their position, while at the same time subjecting it to negotiation. Furthermore, children recruit the current speaker's gaze to issue a friendly challenge to his/her pre-determined stance. When the mutual epistemic responsibility was at stake, children occasioned a recalibration of stance displays at the earliest possible place. The children's embodied participation frameworks thus reflect their orientation to knowledge as being socially constructed.

The present study examines how interactional competences of autistic children are co-constructed by different co-participants. In our video-ethnographic case study we follow Andy, a boy diagnosed with Asperger syndrome, across interactions with different partners and different activities in inclusive edu-cational settings. The comparative analysis of Andy's participation in a group activity with his peers and in classroom discussion demonstrates that competence ascriptions and actual competence displays vary widely. While the peers' trust in Andy's competence enabled him to meet their communicative expecta-tions, both the teacher's and the teaching assistant's behavior exhibited their limited trust in Andy's com-petence to make meaningful contributions and resulted in self-degradation and embodied disengagement. We then present our findings with regard to how trust in a group's members' interactional competencies, competence ascriptions and competence displays mutually inform each other. (c) 2021 Elsevier Inc. All rights reserved.

This study investigates moments in which one participant in an interaction embodies that he is ‘doing thinking’, a display that is commonly referred to as “thinking face”. From an interactional perspective, it is assumed that embodied displays of ‘doing thinking’ are a recurring social practice and serve interactive functions. While previous studies have examined thinking faces primarily in word searches and within narrative activities, the present study focuses on argumentative activities, in which children engage in processes of joint decision-making. It has two interrelated aims. The first aim is to describe how multiple modalities – beyond the face – are temporally coordinated to create multimodal gestalts of ‘doing thinking’. It is shown that thinking displays not only involve dynamic introspective gaze but also stylized bodily postures. The second aim is to generate knowledge about the functions of thinking displays in children’s argumentative activities. The analysis describes how both speakers and recipients use thinking displays in different turn positions and align them with verbal talk or silence. The data for this study comprise video recordings of decision-making processes in groups of older children. Drawing on a multimodal approach to situated interaction, it will be proposed that embodied displays of ‘doing thinking’ provide a resource to shape the interactive process. In addition, they enable participants to mark their epistemic stance and to create epistemic ecologies for collaborative reasoning. By investigating thinking displays in a particular conversational activity, the study sheds light on the diversity and context-sensitive functionality of thinking displays. It also contributes to recent research on children’s collaborative reasoning as an embodied discursive practice.

Language, which plays a special role for the learning of mathematics, is investigated in this article for the specific discourse practice of explaining during whole-class discussions: On the one hand, explaining is a medium for learning since school cannot be thought of without communication. On the other hand, students at the beginning of secondary school are still in the process of language acquisition and are also still learning how to communicate mathematically. Thus, students are learning to explain in mathema-tics classrooms. This empirical study focuses on the overall question of how discourse competence, participation in classroom discourse, and mathematical learning opportunities are related. For that purpose, the approach of Interactional Discourse Analysis is introduced to mathematics education research and coordinated with the Interactional-Epistemic Perspective from mathematics education. The relevance of explaining is shown theoretically and empirically and a description is given of how limited discourse competence and limited epistemic participation proceed across situations.

Mathematics classroom interaction has often been described as an important context for involving all students. However, this article shows that teacher-student-interaction is still not really in the focus of teachers’ attention. Based on classroom video studies, some authors hypothesize that the implicitness of establishing norms and practices is, among others, an obstacle for students with low socio-economic status. The article intends to put this hypothesis into perspective by investigating teachers’ and students’ focus of attention on classroom interaction in video-stimulated group discussions (six discussions with 5–6 students, four discussions with 5–9 teachers). The data analysis used inductive procedures of category development, frequency analysis, and deeper qualitative analysis of the transcripts. For students’ focus of attention, differential patterns could be extrapolated: Whereas students of high socio-economic status seem to be more attentive to teacher’s contextual expectations, the students of low socio-economic status seem to be more focused on general norms without taking into account contextual expectations. For the teachers, the analysis shows that interactive mechanisms of teacher-student exchanges in classrooms are usually not in the teachers’ focus of attention. Additionally, the teachers address, but rarely problematize the implicitness by which norms and practices are established. Together with the differential findings on students’ attention, these findings are discussed with respect to equity concerns and consequences for professional development of teachers.

Drawing on sequential and multimodal analysis of video-recorded classroom interactions, the paper examines in detail the interactional practices and verbal and bodily displays that serve to (re-)establish a congruency between the teacher’s expectation with regard to the participants’ relative knowledge and the students’ actual knowledge claims. By analysing the details of turn and action design, the present study shows how inserted knowledge questions and inserted knowledge accounts are used not to ascertain, but rather to define the students’ epistemic status in a homogenising way. Challenging the students’ knowledge, withholding confirmation and producing first explanations are practices that serve to reconstitute the students’ limited access to new matters. Category-bound epistemic rights and obligations rather than displayed knowledge thus provide the basis for categorisations such as ‘novices’ or ‘advanced learners’. It is argued that the public construction of a homogeneous epistemic status ...

The article examines how diverse semiotic resources are made available for explaining mathematical terms in a fifth-grade classroom. Situated within the methodological framework developed by conversation analysis and the analysis of embodiment-in-interaction, the study deals with two instances of a classroom episode in each of which participants establish a ‘found object’ (Streeck 1996) as relevant to the interaction and transform it into an exemplar of a mathematical solid. The two episodes differ in terms of the participants’ manipulatory access to the objects: in the first instance, the ‘explainer’, when textualising his explanation, has greater opportunities for organising semiotic resources himself; in the second instance, it is the recipient of the explanation who manipulates the object, thus requiring the explainer to adapt her use of semiotic resources to his actions. In comparing the two episodes, the study examines what opportunities the different organisational forms of coordinating sem...

This paper aims at widening the discussion on the research-based design of professional development (PD) programs: from the prevailing “how-questions” (with their focus on the pedagogy and didactical principles for PD) to the “what-questions.” What-questions focus on the specification of the content in the PD program that should surmount deficit-oriented views on teachers’ perspectives. The presentation of a five-step program for the theoretically and empirically grounded process of content specification of a PD program is exemplified by the content “moves supporting participation in classroom discussions.”

Previous empirical research has mainly focused on the analysis of lexical and grammatical features of academic language and has inferred underlying language norms. The present study, in contrast, addresses the normative aspect of academic language as a topic of reconstructive research and investigates “norms-in-interaction”. Based on a corpus of videotaped language and mathematics lessons in grade five, the analysis illuminates how teachers and students display their orientation to discursive norms in actual instances of classroom interaction. Inspired by conversation analysis and genre-oriented approaches, the study reconstructs the sequential contexts and the interactive procedures of invoking norms. Varying procedures are described that differ in their degree of explicitness. Findings indicate that the ability both to interpret the often subtle displays of orientation to norms and to contextualize switches to the metalevel of communication is essential for mastering academic discourse.

This introduction systematizes previous research on academic language (AL), differentiating between communicative, epistemic and social functions of academic discourse. Pointing to some limitations of existing – mainly register-based – approaches to AL, such as the written language bias, the abstraction from actual language users and contextual realizations, we advocate a practice-based approach to academic discourse. We put forward a concept of academic discourse practices that is grounded in interactional sociolinguistics and ethnomethodological conversation analysis. It acknowledges the situatedness of academic discourse practices, their role in identity construction and stresses the importance of contextualization competence for mastering such discursive demands. Finally, we give an overview of the contributions to this issue and explicate their interrelations.

The present study examines how young children and their caregivers establish reference by jointly developing stable patterns of bodily, perceptual, and interactive coordination. Our longitudinal investigation focuses on two mother–child dyads engaged in picture-book reading and play. The dyads were videotaped at home once every 6 weeks while the children aged from 9 to 24 months. Inspired by conversation analysis and multimodal analysis, our developmental approach builds on the insight that the situated and embodied production of reference is fundamentally an interactive achievement. To examine the acquisition of reference, we developed a descriptive instrument that takes account of not only the dyad’s joint accomplishment but also each participant’s contributions to it. The instrument is based on the sequential reconstruction of the jobs that both participants have to accomplish jointly in order to achieve reference: establishing visual perception as a perceptually relevant resource, constituting a domain of scrutiny, locating a target, and construing the (meaning of the) referent. Methodologically, these jobs serve as a tertium comparationis for the longitudinal comparison of both the adult’s as well as the child’s contributions to establishing reference. We used this instrument to examine (1) what bodily and verbal resources the participants employed, and (2) how their contributions to accomplishing the jobs changed over time. Findings showed that the acquisition of reference was closely related to the child’s increasing ability to recognize, fulfill, and set up conditional relevancies. We conclude that the adult’s dynamic and contextualized use of conditional relevancies, recipient design, and observability is a crucial driving force in the acquisition of reference.

The article deals with larger stretches of talk-in-interaction and argues in favor of a descriptive approach, which integrates the structural requirements of global organization, the special type of sequential orderliness within larger units as well as the genre-orientation of these units. Drawing on previous work in conversation analysis, discourse analysis and the sociological genre analysis, the article introduces GLOBE as an analytical tool which functionally links discourse units to conventionalized communicative purposes. GLOBE reconstructs the interactive achievement of genre-oriented discourse units in a three-branch analysis of jobs, devices and forms. The analytical potential of GLOBE is demonstrated in the exemplary genre-contrastive analysis of a narrative, an explanative and an argumentative excerpt. On the basis of the analyses of the three genres, the overarching constitution of genre-oriented global units is then explicated.

The present study investigates the interplay of communication, socialization practices and educational opportunities by reconstructing the discursive practices of the same children in different contexts: family dinner talk and classroom interaction. From a rich corpus of naturally occurring interactions of eleven children before and after school enrollment, two cases are selected for presentation. The microanalytic reconstruction demonstrates how discursive practices are socio-culturally situated and differ in terms of communicative genres, topics and communicative demands, both between families and contexts. When the teacher does not make communicative investments to bridge divergences in teacher-student interactions, children lack the external resources necessary for utilizing discourse as a means of learning, both from a microgenetic and ontogenetic perspective.

This article discusses the importance of social interaction for the development of the representations for symbolic communication. We suggest that there is no need to distinguish between different representational systems emerging at different stages of development. Instead, we propose that representations are rich right from the beginning of a child’s life, and that they are driven mainly by acting and interacting in the physical and social world. The more variety in a child’s interactional experience (i.e., synchrony, sequentiality, and prediction), the more enriched and abstracted the representations become. We review literature providing evidence for the ways in which infants’ development toward symbolic communication benefits from repeated social (inter)action and consider some implications for computational approaches.

This paper is concerned with embodied processes of joint imagination in young children’s narrative interactions. Based on Karl Bühler’s notion of ‘deixis in the imagination’, it examines in detail how a 19-month-old German-speaking child, engaged in picture book reading with his mother, brings about different subtypes of deixis in the imagination by either ‘displacing’ what is absent into the given order of perception (e.g. by using the hand as a token for an object) or displacing his origo to an imagined space (e.g. by kinaesthetically aligning his body with an imagined body and animating his movements). Drawing on multimodal analysis and the concept of layering in interaction, the study analyses the ways in which the picture book as well as deictic, depictive, vocal and lexical resources are coordinated to evoke a narrative space, co-enact the storybook character’s experiences and produce reciprocal affect displays. Findings demonstrate that different types of displacement are in play quite early in childhood; displacements in the dimension of space and person are produced through layerings of spaces, voices and bodies.