Multimodal Participation and Engagement
Social interaction in the Classroom
- Features extracts from naturally occurring classroom interaction in L2 and non-L2 settings
- Defines key pedagogical concepts such as learner participation and learner engagement
- Video extracts clearly illustrate multimodal actions
Traditionally, teachers and researchers have looked for student participation in moments when teachers provide interactional space for it – this book takes a more holistic approach, examining how learners are participating (or not) throughout classroom interaction. It looks beyond turn-taking to consider participation as a multimodal phenomenon, including actions such as posture and gaze. It also expands the scope of classroom conversation analysis in three ways: 1) by focusing on student actions 2) by incorporating multimodal analysis, and 3) by examining both language learning contexts and non-L2 classrooms. In doing so the book uncovers how the identity of ‘being a student’ is enacted and provides implications for practice, teacher education and observation including emphasis on teacher interactional awareness and reflective practice.
AcknowledgementsChapter 1: Introduction1.1 Introduction1.2 Action, Alignment, and Participation1.3 The significance of this book1.4 Overview of the bookChapter 2: Classroom Discourse and Multimodal Conversation Analysis2.1 Introduction2.2 Classroom Discourse2.3 Participation in instructed-learning settings2.4 Multimodal Conversation Analysis2.5 The dataChapter 3: The Presentation of Self as Student3.1 Introduction3.2 The presentation of self as student: A return to Goffman3.3 Reconceptualizing participation and engagement 3.4 SummaryChapter 4: Student Participation and Engagement4.1 Introduction4.2 Participation and Engagement in Choral Responses4.3 Engaged Participation vs. Engaged Studenting: Teacher to Student Interaction4.4 Engaged Participation vs Engaged Studenting: Student-to-Student Interactions4.5 SummaryChapter 5: Multimodal (Non)participation and (Dis)engagement5.1 Introduction5.2 Multimodal participation and engagement5.3 Multimodal Engagement 5.4 Waves of Embodied Response5.5 SummaryChapter 6: Multimodal Listening6.1 Introduction 6.2 Doing multimodal listening 6.3 Active Multimodal Listening6.4 SummaryChapter 7: Non-participation and Disengagement7.1 Introduction7.2 Embodied (non)participation and (dis)engagement7.3 Self-presentation as (Dis)engagement7.4 SummaryChapter 8: Conclusion 8.1 Introduction8.2 Contributions8.3 The challenges of multimodal data8.4 Reflections on "Participation"Appendix 1: Transcription ConventionsAppendix 2: Multimodal Transcript of Extract 6.2 Visual WritingAppendix 3: Multimodal Transcript of Extract 6.4 I hope everybody’s noticingReferences
This book provides an in-depth, systematic investigation of student participation in the classroom. [...] Overall, the book is extremely readable and highly systematic.
This book provides an in-depth, systematic investigation of student participation in the classroom. [...] Overall, the book is extremely readable and highly systematic.
A welcome addition to the literature on the sophisticated work of teaching and learning, the book’s focus on the varied, multimodal resources by which students display (non-) participation and (dis-) engagement in instructional settings contributes much needed empirical insight into these concepts and immensely important implications for professional practice.
