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Progressivity through joint focus of attention to a text-inclusive object: Topic shift in team teacher lesson planning meetings

Lookup NU author(s): Dr Christopher Leyland

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Abstract

Professionals involved in the practice of co-planning frequently orient to an object that contains text, such as a book or a computer screen, as a means of furthering talk. This sort of action relies on a multimodal combination of both embodied and spoken interactional practices, since elements of the written language that are available to the participants via the object can subsequently become part of the ensuing talk. Such actions as pointing to part of a page or gazing at an illustration and then naming it help establish a joint focus of attention, particularly in talk in which the text-inclusive object plays a role in the future activities the participants are discussing. Focusing on environmentally available text involves more than simply “reading a text” and can be particularly significant at transition points in which the speaker is attempting to propose a topic or return to a previous activity. Text-inclusive objects become a springboard for progressivity since they contain language components that can serve as both potential prompts and turn-incorporable elements. Drawing the recipient's attention to specific sections of the text enables those words to be used as interactional resources during the ongoing talk. The study’s data are drawn from a corpus of Japanese/English bilingual interaction between educators preparing to team-teach English classes in Japan. We examine the target phenomenon in two distinct sequential contexts: (1) coming up with a plan and (2) sharing a plan.


Publication metadata

Author(s): Leyland C

Publication type: Conference Proceedings (inc. Abstract)

Publication status: Unknown

Conference Name: Applied Linguistics and Professional Practice

Year of Conference: 2015

Acceptance date: 23/05/2015

ISSN: 2040-3658


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