NORDISCO 2016: 4TH NORDIC INTERDISCIPLINARY CONFERENCE ON DISCOURSE AND INTERACTION
PROGRAM FOR FRIDAY, NOVEMBER 25TH
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09:00-10:00 Session 11: Plenary
Location: PA113 (Athene 1)
09:00
Genres of climate change narratives

ABSTRACT. There is not one discursive genre in which we can put the many representations of climate change discourse. They come in many varieties and genres, through different channels and voices: scientific reports and papers, different journalistic genres, political manifestos and speeches, NGO programs, blogs, social media discussions and individual personal stories. They may be based on knowledge from the natural or social sciences, from personal experiences, and influenced by different political, ideological and personal points of view; thus, they often represent hybrids of scientific, political and other voices where different genres are mixed. Research undertaken by the LINGCLIM project (www.uib.no/lingclim )

indicates that climate text and talk can be considered as “climate change narratives”. In this presentation I will first present a short overview of the notion of narrative in two theoretical approaches – the textlinguistic approach as developed by Jean-Michel Adam and the political science approach as developed by Michael D. Jones and colleagues in the Narrative Policy Framework. Then I will present some case studies of narratives in climate change discourse, including various genres: United Nations reports, Summaries for policymakers in IPCC reports, Green and White papers (South Africa, Norway) and survey discourse (i.e. answers to open-ended survey questions). I will claim that the narrative perspective helps to understand and explain complex discourse on climate change, through identifying the presence or absence of different components in a “story” (such as initial situation, complication, reaction, resolution, final situation) and of narrative characters (hero, villain, victim). Questions about possible effects of (conflicting) narratives on public opinion and attitudes towards climate change will also be raised.

SOME REFERENCES

Adam, J.-M. 1992. Les textes: types et prototypes. Paris: Nathan.

Adam, J.-M. 2008. La linguistique textuelle. Introduction à l’analyse textuelles des discourse, 2e éd. Paris: Armand Colin.

Fløttum, K. 2013. Narratives in Reports about Climate Change. In Gotti, M., Guinda, C. S., (eds), Narratives in Academic and Professional Genres. Bern: P.Lang, 277-292.

Fløttum, K. 2016. Linguistic Analysis Approaches for Assessing Climate Change Communication. In: Climate Science: Oxford Research Encyclopedias. Oxford: Oxford University Press. doi: 10.1093/acrefore/9780190228620.013.488.

Fløttum, K., Dahl, T. 2012. Different Contexts, Different ‘Stories’? A Linguistic Comparison of Two Development Reports on Climate Change. Language & Communication 32 (1), 14-23.

Fløttum, K., Espeland, T. J. 2014. Norske klimanarrativer – hvor mange “fortellinger”? En lingvistisk og diskursiv analyse av to norske stortingsmeldinger. Sakprosa 6 (4), 1-18.

Fløttum, K., Gasper, D., StClair, A. L. 2016. Synthesizing a Policy-Relevant Perspective from the Three IPCC “Worlds” – a comparison of topics and frames in the SPMs of the Fifth Assessment Report. Global Environmental Change 38, 118-129.

Fløttum, K., Gjerstad, Ø. 2013. Arguing for climate policy through the linguistic construction of Narratives and voices: the case of the South-African green paper “National Climate Change Response”. Climatic Change 118 (2), 417-430.

Fløttum, K., Gjerstad, Ø. 2013. The Role of social justice and poverty in South Africa’s National climate change response white paper. In: South African Journal on Human Rights, 1, 61-90.

Fløttum, K., Gjerstad, Ø. 2016. Narratives in climate change discourse. WIREs Climate Change. doi: 10.1002/wcc.429

Hulme, M. 2009. Why We Disagree About Climate Change. Cam­bridge: Cambridge University Press.

Jones, M.D., Shanahan E.A., McBeth, M.K. (eds.). 2014. The Science of Stories. Applications of the Narrative Policy Framework in Public Policy Analysis. New York: Palgrave Macmillan.

Moser, S. C. 2016. Reflections on Climate Change Communication Research and Practice in the Second Decade of the 21 st Century: What More Is There to Say? WIREs Climate Change. doi: 10.1002/wcc.403.

Nerlich B, Koteyko N, Brown B. Theory and Language of Climate Change Communication. WIREs Climate Change 2010, 1: 97-110.

Nisbet M C. 2014. Disruptive ideas: public intellectuals and their arguments for action on climate change. WIREs Climate Change 5, 809–823. doi: 10.1002/wcc.317.

Nølke H, Fløttum K, Norén C. 2004. ScaPoLine: la théorie scandinave de la polyphonie linguistique. Paris: Kimé.

Tvinnereim, E., Fløttum, K. 2015. Explaining topic prevalence in answers to open-ended survey questions about climate change. Nature Climate Change 5,744–747. doi:10.1038/nclimate2663.

DOCUMENTARY FILM: «Talking about climate»; vimeo.com/178449717
By the LINGCLIM project, Kjersti Fløttum, and “1001Films”, Anwar Saab.

10:00-10:30Coffee Break
10:30-12:00 Session 12A: Panel: Nexus-analytic mentality, conversation-analytic method (Convenors: Martinviita, Rauniomaa and Riekki)
Location: PA113 (Athene 1)
10:30
Nurses interacting with patients and mobile work phones: Combining Conversation Analysis and Nexus Analysis to explore hospital practices.

ABSTRACT. This talk reports findings from a study exploring interactions between nurses and patients in a Danish hospital. The aim of the study is to describe how mobile work phones shape interactions, and for this purpose a data corpus consisting of approximately 140 hours of video recordings, ethnographic observations, interviews, photos and documents were obtained. Inspired by the analytical manoeuvre of zooming in and zooming out proposed by Nicolini (Nicolini, 2009; Nicolini, 2013) the present study uses Conversation Analysis (Sacks, Schegloff, & Jefferson, 1974) and Embodied Interaction Analysis (Streeck, Goodwin, & LeBaron, 2011) to zoom in on the situated accomplishment of interactions between nurses, patients and mobile work phones, and Nexus Analysis (Scollon & Scollon, 2004) to connect the situated actions with the historical, cultural and political currents circulating the moment of interaction. In the conducted interviews nurses report mobile work phones to disturb interactions with patients when they ring. However, analysing the recorded interactions with tools from Conversation Analysis and Embodied Interaction Analysis displays how nurses demonstrate sophisticated awareness and delicate timing as they handle the phone call without compromising the on-going interaction. Using Nexus Analysis to map the semiotic cycles circulating moments of interaction allows the present analysis to extend the boundaries of the situated interaction and to address the multiple dimensions and complex interrelationships influencing it. The present study thus showcases how Conversation Analysis and Nexus Analysis can be combined to achieve a multi-layered perspective on interactions between nurses, patients and mobile work phones.

11:00
Methodological perspectives in studying multiple timescales and change
SPEAKER: unknown

ABSTRACT. Recently, researchers in human sciences seem to have been raising methodological questions into foreground. This may be due to a rise in multidisciplinary research. People are confronted with issues of dealing with complex phenomena through multiple perspectives. Multidisciplinary research has been promoted for some time already, but based on our experience it is often actualised as individual contributions to advancing the common goal rather than genuinely looking for new approaches and practices. We have been involved for a longer period of time in research communities and networks that have had the aim of transcending this threshold (e.g., PlaceME, EveLINE and COACT). Within these networks we have examined the challenges of multidisciplinary collaboration (Keisanen & Kuure 2011) and researching change in future language teachers’ professional visions, for example (Kuure, Keisanen & Riekki 2013; Kuure et al. 2015). In this presentation, we will continue this examination by considering change in future language teachers’ understandings and practices in pedagogic design. We have chosen for closer scrutiny some events from the working process, important from the point of view of the design goal. We will draw on the notion of multiple timescales (e.g., de Saint-Georges, 2005) and examine how conversation analysis and nexus analysis may be used and combined in efforts of developing new methodological tools and research practices that shed light on complex phenomena and processes.

11:30
Combining conversation analysis (CA) and nexus analysis (NA) to analyse sociomaterial and affective practices

ABSTRACT. Within CA, the embodied and material nature of interaction has gained as important a status as the sequential nature of interpretation (e.g. Streeck, Goodwin & LeBaron 2011). In NA, objects and places are important crystallized discourses, i.e. material results of often several cycles of resemiotization (Iedema 2000). Within organization and design studies, materiality has become a focus in the increasingly popular sociomaterial approach to everyday practices (e.g. Orlikowski 2007). Some sociomaterial scholars (e.g. Sørensen 2013) analyse ethnographic data either as evidence for the sociomaterial configuration (i.e. as use of materials in situation) or experience (as an ahistoric assemblage). Feelings are emphasized in an other approach that has gained prominence; the so-called affective turn (Blackman & Venn 2010) that highlights the embodied and non-conscious side of people’s experience. The analytical effort is to get to the senses and sensations which are regarded as opposite of sense-making. In my presentation, I go through some of my own analyses from various institutional interactions to show how CA-based multimodal analyses of local interactional (or intra-actional) trajectories combined with a nexus analytic understanding of longer socio-historical trajectories help understand the always socio-historical nature of in situ practices – also from an affective and sociomaterial perspective. I’ll renew my earlier (2010) claim on the connections between NA and Goodwin’s (2000) contextual configuration, also as an interdisciplinary offer for an analytic package that might help sociomaterial researchers of practices come even closer to the situation at hand as an assemblage out of which materials, humans and experiences emerge.

10:30-12:00 Session 12B: Classroom interaction
Location: PA110 (Athene 2)
10:30
Taking time-out from classroom participation

ABSTRACT. Classroom interaction research has shown that students’ participation in instructional activities varies greatly. Students can, for instance, be engaged in different parallel activities with their classmates, while still being tuned to teacher’s activity as their main point of orientation (Koole, 2007). In any classroom, there are also moments when students are not attentively participating or orienting to the events surrounding them, i.e. they are taking a ‘time-out’ from the ongoing classroom interaction.

Drawing on the notion of copresence from Goffman (1963) and using conversation analysis, this presentation explores the ways in which students display that they are taking time-out from attentive participation in classroom interaction. The analysis focuses on the multimodal features that serve to manifest when a student is “tuned out” and the sequential and temporal emergence of such moments as well as the re-establishment of attentive participation. In other words, the analysis describes what ‘doing being in time-out’ looks like and when time-out is taken and how the return to attentive participation is accomplished. The data comprises 16 hours of video-recorded history lessons taught in English in Finland. For this presentation, two lessons are chosen for closer analysis. The findings add to our knowledge of students’ divergent possibilities for participation during teacher-led instructional interaction, not only in Finland, but also elsewhere.

References Goffman, E. (1963). Behavior in public places: Notes on the organization of gatherings. New York, USA: The Free Press. Koole, T. (2007). Parallel activities in the classroom. Language and Education, 21(6), 487–501.

11:00
Mobility in the classroom: initiating focused interaction with a walking teacher
SPEAKER: Teppo Jakonen

ABSTRACT. Previous conversation analytic studies of classroom interaction have shown how instruction and learning are sequentially organized activities within a material environment. While multimodal approaches to interaction have for some time been used to investigate how the human body, gestures and objects work as resources together with talk to construct these activities, few studies have explored the interactional functions of the lower body – for example when participants talk while walking (beyond classrooms see e.g. Haddington et al. 2013; Mondada 2014; Mortensen & Hazel 2014). This presentation investigates the role of participants’ mobility and position in the classroom space by exploring how students initiate one-on-one focused interaction with a teacher ‘making rounds’ in the classroom (see also Greiffenhagen, 2012) during task work, a common practice which teachers typically do to be available for students needing assistance.

The data are video-recorded lessons in bilingual, secondary-level classrooms in Finland. The analysis focuses on how students monitor the teacher’s movement trajectories, get the teacher’s attention and initiate focused interaction when the teacher is moving a) away or b) towards them. It will also probe how students’ (second) language use is fitted in the temporal constraints that such movement trajectories present to it. To conclude, the paper will reflect on how a focus on participants’ mobility may present a need to rethink what is meant by participation and interactional competence in the context of the L2 classroom (see Walsh 2006), both that of teachers and students.

References

Greiffenhagen, C. (2012). Making rounds: The routine work of the teacher during collaborative learning with computers. International Journal of Computer-Supported Collaborative Learning, 7(1), 11–42. Haddington, P., Mondada, L., & Nevile, M. (Eds.). (2013). Interaction and mobility: Language and the body in motion. Berlin: de Gruyter. Mondada, L. (2014). Bodies in action: Multimodal analysis of walking and talking. Language and Dialogue, 4(3), 357-403. Mortensen, K., & Hazel, S. (2014). Moving into interaction—Social practices for initiating encounters at a help desk. Journal of Pragmatics, 62, 46-67. Walsh, S. (2006). Investigating Classroom Discourse. London & New York: Routledge.

11:30
Teasing by mobile phone at school
SPEAKER: unknown

ABSTRACT. Teasing is usually considered a playful provocation that increases social solidarity and closeness between the participants (Drew 1987; Keltner et al. 2001). At schools, teasing is an extremely frequent practice both during breaks and lessons (Tholander 2002; Evaldsson 2007). According to our video observations in Finnish upper secondary schools, teasing by mobile phone is a newcomer in teasing practices, and it is often present even in situations where students are located face to face in classrooms or corridors. In this presentation, we are interested in this new way of using mobile phones in face-to-face interactions.

Our data comes from a larger corpus of video recorded interaction collected for the project Textmöten (see http://textmoten.com/). The recordings consist of the face-to-face interactions between the students and the simultaneous virtual interaction mediated by their smartphones. The method we use is conversation analysis (e.g. Sidnell & Stivers 2013).

In this data, we have found at least two types of mobile phone teasing that occur frequently. First, a student takes photos of her/his mate and sends them to her/him by phone. While sending and receiving these photos, students can playfully comment these activities. Second, a student sends photos or videos with more or less obvious sexual content to another student who then reacts either verbally or by sending a reception by phone. We are interested both in the content of these mobile teases and the verbal interaction around sending and receiving the teases in order to examine the obscure borderline between teasing and bullying.

10:30-12:00 Session 12C: Environmental discourse
Location: PA311
10:30
Northern nature in conflict: Online rhetoric of nature in the case of Enontekiö national park in Finland
SPEAKER: Sini Lemmetty

ABSTRACT. In 2012, the Finnish Ministry of Environment started to plan a national park for the northern municipality of Enontekiö, despite local opposition. This started a two-year conflict which drew the attention of national news media and evoked public discussion. In this national park conflict, the rhetoric of "the unique values of northern nature" encountered the sociohistorical controversies of Northern Lapland: the northern area as "a playground" for southern Finns, the environmental rights of the locals "weakened" by the state etc. (see e.g. Riipinen 2008). A lot of studies have been made on these social controversies related to Northern Lappish nature, but there are fewer studies on the role of nature itself in the conflicts.

This paper examines what kinds of roles are constructed for northern nature in the conflict of Enontekiö national park. Following the principles of ecocriticism (Garrard 2012), the paper investigates what kind of ground the conflict offers for building the sociocultural relationship with northern nature and, for example, sustainable environmental practices in Northern Lapland. The focus is on online news sites which were a central public space for informing and debating about the national park; for example, blogs and Twitter were less active. Both news and comments (2012–2014) are examined by rhetorical analysis (Billig 1996), concentrating on argumentation and other rhetorical strategies by which the roles of northern nature are justified and re-negotiated. Furthermore, this paper reflects on some rhetorical solutions that could ease nature-related conflicts in Northern Lapland, for example through public discussions online.

11:00
Lived Democracy in the Classroom: Young rhetors on oil exploitation in Lofoten

ABSTRACT. Participating in discussions improve communication skills and critical thinking. In my presentation I will describe from a rhetorical and text linguistic point of view, the argumentation strategies and the dialogical competencies shown by 8. grade students when given the possibility to engage in discussions on authentic and contemporary issues.

The data investigated is a video recorded class room debate from a lower secondary school in Lofoten, Norway. In this debate (lasting approximately 100 minutes) the students discuss and explore different issues concerning potential oil exploitation in Lofoten.

In my analysis, I will use two different approaches, the Toulmin argument model and a more dialectical approach, highlighting the dialogical sides of the interaction. In this way, argumentation is seen and studied both as product and process. In my research I hope to contribute to a frame work for explicit instruction of discussion skills in educational settings. Critical awareness presupposes an understanding of both argument structures and dialogue.

In the investigated class room debate, the teacher’s role as facilitator is crucial in its initial parts, then the students take increasingly responsibility and seem to focus on constructing arguments together rather than arguing for specific claims.

11:30
Discourses of Contest and collaboration in the Arctic

ABSTRACT. In 2014 and 2015 two Arctic states – the Kingdom of Denmark together with Greenland and Russian Federation - have subsequently submitted to the United Nations Convention territorial claims to a part of the Arctic continental shelf. While both Danish-Greenlandic and Russian claims were submitted strictly in accordance with the established agreements and practices of international collaboration in the Arctic region and based on the scientific research and evidence, a number of media, political and scholarly commentaries have emphasised the claims as a potential source of controversy. Drawing on the analytical framework offered by Critical Discourse Analysis and Multimodal Discourse Analysis, this paper examines some representations of the aforementioned claims in printed and social-media and in political communication. The analysis demonstrates the tension between the discourse of scientific and political international collaboration and the language of contest and conflict, which these representations make visible. Through the analysis, the paper aims to discuss the role of discourse in the construction of the current territorial negotiations in the Arctic region and of the intertwined with them issues of international diplomacy, national security, environment, etc. across diverse interactional and institutional contexts and practices (media, political and social). This discussion brings critical attention to the shift from the language of collaboration to the language of contestation enabled by the circulation of the examined multimodal discursive representations and includes reflections on the pre-figurative ability of discourse with regards to the future of international relations in the Arctic.

10:30-12:00 Session 12D: Organizational discourse
Location: PA314
10:30
Transparent and mediated – key concepts in current organizational discourse?

ABSTRACT. This paper presents an initial theoretical argument of two concepts – transparency and mediated interaction – and how they are constructed through and embedded in formal organizational communication. While research on organizational communication and the role of technology in it is a rapidly growing area within such fields as social studies and humanities (see e.g. Nielsen, 2016), in my view, the two concepts have been treated somewhat univocally. I argue that they should be described in terms of the complex relationship between a) talk and technology-mediated interaction and b) institutional and layman positions, as well as c) the situated use of multimodal, textual and vocal resources in meaning-making practices.

The paper serves as a theoretical springboard for my post-doctoral research which is at its initial stages and for which the data collection is still under way. Theoretically and methodologically it builds on multimodal conversation analysis, and digital interaction analysis (cf. Giles et al., 2015; Haddington et al., 2014). The data will comprise interactions, where technology plays some kind of a role, and communication, which is fully mediated by technology.

Giles, D., Stommel, W., Paulus, T., Lester, J. & Reed, D. (2015). The micro-analysis of online data: The methodological development of “digital CA”. Discourse, Context & Media 7, 45−51. Haddington, P., Keisanen, T., Mondada, L., Nevile, M. (eds.) (2014). Multiactivity in social interaction: Beyond multitasking. Amsterdam: Benjamins. Nielsen, S. B. (2016). How doctors manage consulting computer records while interacting with patients. Research on Language and Social Interaction 49(1), 58–74.

11:00
Professionals in the making. An interactional approach to socialisation processes

ABSTRACT. This paper presents a study of journalist interns entering the professional community of practice (Wenger, 1998) of the newsroom and the socialisation processes where the interns, via legitimate peripheral participation (Lave & Wenger, 1991) learn both the professional norms and craft skills and thereby become culturally competent members and develop craft ethos (Cotter, 2010) and professional vision (Goodwin, 1994).

This study investigating socialisation processes and the actual in situ development of competence and skills in a professional setting is based on ethnographic observations of 12 journalist interns doing their one year internship in newsrooms at two daily newspapers, two tabloids and two tv-stations.

Analysing the practitioners’ talk-in-interaction in the routinised practice and drawing upon conversation analysis (Heritage, 1984; Schegloff, 1984, 1988, 1992) make it possible to investigate and categorise socialsing mechanisms in the newsroom – that is social actions performed by the experienced journalists and the editors – the socialising agents (Feldman 1994) – in order to encourage the interns to act, think and feel in ways desirable for the organisation (Van Manen & Schein 1979; Schön 1983; Goodwin 2004; Carr 2010; Gravengaard & Rimestad 2011, 2014). This interaction between interns and socialising agents is the prerequisite for socialisation to take place (Schiffelin 1990; Ochs 1988). In the socialising processes we see both the very visible and explicit ways of socialising clearly demonstrating that an intern has displayed culturally (un)desirable behaviour, and we see the more invisible and implicit ways of socialising consisting of everyday actions in the routinised practice where it is not explicitly demonstrated that socialisation takes place.

11:30
Interaction, multiactivity and liminality in organizational training
SPEAKER: Riikka Nissi

ABSTRACT. Recently, the notion of liminality has been used in delineating the features of contemporary working life. Defined as a transitional space (Turner, 1969), it has been particularly connected with organizational change and development, which materializes as an episodic process and is facilitated by an outside agent (Czarniawska & Massa, 2003). In this presentation, I will investigate how such 'liminal state’ is accomplished in and through social interaction. My data originate from a personnel training of a public organization, whose management level employees were trained in order for them to establish the elevated self-awareness of their professional practices. The training was provided by consultants. By using multimodal interaction analysis as a method, I will examine 1) the construction of the activities the training event consists of and 2) the participants’ engagement in these activities and their movement between them. I will show how the ‘liminal state’ of the training is essentially made up of four parallel activities that are constructed by various spatial, embodied and linguistic means (cf. Haddington et al. 2014) and form a metalinguistic relation to each other. The activities unfold in the event in highly coordinated ways, making visible the profoundly structured nature of liminality as a mutually agreed, playful performance where the organizational culture is jointly reassembled. However, they also entail diverse opportunities for participation. The consultants, in particular, display an orientation to regulate the way the event progresses, highlighting their role as the one who orchestrates the multiple activities and invites others into this reflexive space.

Czarniawska, B. & Massa, C. 2003. Consulting as a liminal space. Human Relations 56(3), 267-290.

Haddington, P., Keisanen, T., Mondada, L. & Nevile, M. 2014. Towards multiactivity as a social and interactional phenomenon. – P. Haddington, T. Keisanen, L. Mondada & M. Nevile (Eds.), Multiactivity in social interaction: Beyond multitasking. Amsterdam: John Benjamins, pp. 3-32.

Turner, V. 1969. The ritual process: Structure and anti-structure. New York: Aldine de Gruyter.

10:30-12:00 Session 12E: Interviewing
Location: PA318
10:30
Adversarial questioning in election campaign interviews
SPEAKER: unknown

ABSTRACT. This article explores the interview strategies of journalists in a series of broadcast interviews with politicians. The data consists of 17 in-depth interviews with party-leaders on NRK Radio and TV2 during the Norwegian election campaign in 2013. The interview style is analyzed along three dimensions of adversarial questioning: response narrowing, argumentative questioning and critical questioning (based on Heritage & Clayman (2002). The results show that representatives of the parties currently in government are asked more critical questions, while representatives from oppositional parties tend to get more response narrowing questions. For comparative purposes the analysis applies the same methodological design as studies of similar interview settings in 2005 and 2009 (Svennevig, Arisland & Rognmo 2014). The analysis confirms previous findings that the position/opposition dimension is more influential for the strategy of the journalists than the left/right dimension. In comparison with previous studies the analysis shows a significant increase in the amount of open-ended questions, suggesting a possible change in the style of questioning used by journalists in political interviews in Norway.

11:00
Opening up the opening: exploring framings of qualitative research interviews
SPEAKER: unknown

ABSTRACT. The purpose of the present paper is to highlight the social choreography at the opening sequences of research interviews, thus exploring how the interview is established as a particular activity with a particular theme. The study is based on data from two research projects: focus group interviews with youths and individual interviews with adults. Drawing on discourse analytical perspectives, the paper uses the analytically concepts activity frames, contextual cues and activity types.

In the paper, we are particularly interested in how the transition from ‘small-talk’ at the beginning of the interview to ‘the interview’ is accomplished. We point at three aspects in this transition, first, it is shown how material and discursive resources become contextualization cues when switching from ‘small-talk’ to ‘serious business’, and establishing the interview as a particular activity type. Second, it is shown how the establishment of the activity frames involves work on making the available positions, interviewer and interviewee, relevant to the participants in order to create an interview. Third, it is argued that when the switching from ‘small-talk’ to ‘serious business’ goes smoothly, then the activity type guides the interviewee with regard to what is being told and how this is accomplished.

11:30
Framing as a resource in eliciting details in police interviews of adult witnesses

ABSTRACT. In police interviews in Norway, an important goal is to get an un-interrupted and detailed account from the interviewee, with as little influence from the interviewer as possible. Details in testimonies are in the legal system viewed as more reliable when they are a part of the interviewee's un-interrupted account, than if they are prompted by a question. For police interviewers, therefore, it is important to have other tools than questions to encourage an interviewee to talk.

In this presentation, I present extracts from investigative interviews where the interviewer is unsuccessful in trying to elicit more details from the interviewee. I will show that while the interviewer is meta-communicating about the interactional structure of the interview, the interviewees seem to be asking for the relevance of the requested details, and for thematic structuring that can narrow down what the interviewee should focus on in the testimony. I will use the term framing (Goffman 1974) to describe this.

Pointing at different types of framing has relevance for investigative interview-method, and for other types of institutional interaction where getting the lay-person to talk is at the core of the activity.

Data consists of transcripts of 11 audio recorded investigative interviews of women reporting rape or sexual violence.

12:00-13:00Lunch
13:00-14:00 Session 13A: Panel: Nexus-analytic mentality, conversation-analytic method (Convenors: Martinviita, Rauniomaa and Riekki)
Location: PA113 (Athene 1)
13:00
Finding a workable path: conversation analysis and nexus analysis in the study of human activity in natural settings
SPEAKER: unknown

ABSTRACT. In this presentation, we introduce some initial methodological solutions in carrying out a project that focuses on human activity in natural settings. The project studies the significance of nature for people and for how they use language, interact with one another and accomplish social actions in situ. As an important part of the project, we wish to contribute to methodological innovation and explore ways of combining the research approaches of conversation analysis (based on work by Sacks, Schegloff & Jefferson) and nexus analysis (based on work by Scollon & Scollon) to study social action and interaction.

Work on the project has begun in 2016, with two researchers working with conversation-analytic data and methods. Two researchers with expertise in NA join the project in 2017, after data collection and analysis has already been in progress for more than a year. This presentation discusses the methodological choices we are currently making in collecting and analysing data from these different viewpoints, and the challenges and new potentials we are discovering at this point of our journey. The presentation also touches on the practical challenges of coordinating work in such a team, including finding a shared language and maintaining harmony among the different elements and aims of the project and those involved.

13:30
Exploring common ground: conversation analysis and nexus analysis in the study of organized foraging activity
SPEAKER: unknown

ABSTRACT. This presentation is a practical exploration into the attempts of combining two research approaches, nexus analysis (based on work by Scollon and Scollon) and conversation analysis (based on work by Sacks, Schegloff and Jefferson), in the study of human activity in natural settings. We present some initial observations of the process of recognising and engaging with a new nexus of practice: members of the research team have participated jointly in a nature related activity (an organized course in picking mushrooms or in collecting edible wild plants). Our aim is to use this experience as a starting point for designing the overall research process. After a short presentation by the research team, we invite joint discussion on data collection and analysis in multidisciplinary research teams, especially as they relate to the opportunities and challenges of combining different methodological approaches.

13:00-14:00 Session 13B: Learning in professions
Location: PA110 (Athene 2)
13:00
Creating space for students’ concern. Students’ and teachers’ embodied feedback practices
SPEAKER: Anna Øhman

ABSTRACT. This study investigates feedback practices in hairdressing education with the focus on the everyday interactive organization of such activities. Studying this kind of educational activity, where the student is training on a client simultaneously as getting instructions and being assessed by the teacher, situates feedback as a social practice situated in the ongoing interaction between the teacher and the student in relation to available resources in the environment. Previous research on feedback practices show a cyclical pattern of recurrent interactions over time (cf. Sadler, 1989; Hattie & Gan, 2011). Öhman (2015) shows how occasionally within these cycles an additional phenomenon, so called loops occur, in which a particular concern from the part of the student is displayed and responded to by the teacher, within a joint exploration of a specific aspect of knowing within the ongoing education. Using as data video recordings of teacher-student interaction, three examples of loops were selected for analysis using conversation analysis (Stivers & Sidnell, 2012). The findings shed light on feedback as a multi- dimensional practice where the actions of the teacher as well as the student mutually elaborate each other’s participation in the interaction with a joint focus on the professional task. Hence, the loops display feedback practice as a collaborative and explorative activity in the very core of the hairdressing classroom, in which the teacher and student co-participates.

13:30
Migrant cleaners in Finland: Linkages between career plans and language learning

ABSTRACT. Cleaning is the most common job for immigrants in Finland. Many migrants working in the cleaning industry are trying to get a job in their own field of expertise, but Finnish language skills are a prerequisite for entry into most careers. This paper investigates how two of them, a Thai woman and a Ugandan man, describe their career plans and work-related language learning. These participants have been chosen based on their clearly different backgrounds and future hopes.

The data is collected in two cleaning organizations within the project Finnish as a work language (University of Jyväskylä). An ethnographic discourse analytic perspective of nexus analysis (Scollon & Scollon 2004) is taken to explore the linkages between the migrant workers’ career plans and second language learning. Moreover, the oral narratives told in the interviews and during work days are analysed drawing on the small stories approach (Bamberg & Georgakopoulou 2008).

Cleaning is often regarded as a so called 3D-job – dirty, demeaning and dangerous work done by immigrants. Despite these beliefs, the Thai woman experiences professional pride in her work. She wants to learn work-related language and literacy skills to perform the cleaning work better. The highly educated Ugandan man, in turn, has feelings of being stuck in the cleaning industry. He tries to learn more Finnish in order to get access into the broader labour market – without success. Immigration services need to develop strategies to support more efficiently those highly educated migrants who would like to have more satisfactory career options.

13:00-14:00 Session 13C: Workplace interaction
Location: PA314
13:00
From two-person to multi-person interaction in shared workspaces

ABSTRACT. In order to be able to participate to the collective task in an appropriate and timely fashion, workers in coordination centers remain constantly attentive to a variety of events around them, a form of engagement labelled as mutual awareness (Luff et al, 2000). On the other hand, civil inattention is more appropriate to public places where, typically, a by-stander (Goffman, 1979) to an ongoing interaction is expected to demonstrably ignore it. My initial observation of recordings of interactions in various workplaces shows that by-standers’ relative awareness is locally produced by workers themselves, locally, and for all practical purposes: two-person interactions taking place in the presence of bystanders often evolve in multi-person interactions. I rely on a collection of more than 20 instances where one bystander becomes a ratified participant in an ongoing conversation. Despite Egbert’s pioneering study of ‘schisming’ and ‘merging’ phenomena (Egbert, 1994), and despite the interest in CA for the openings of interactions (Mondada, 2009; Mortensen & Hazel, 2013), this phenomenon remains surprisingly understudied. Having distinguished two sets of practices (the sequence is initiated by an “intruder” / by formerly involved participants), I will describe through a series of extracts the recurrent actions they are composed of, e.g. how the “intruder” projects a first turn at talk, or how former participants display their openness to the bystander. Lastly I will discuss how these practices bear on future trajectories of the interaction.

References

Egbert, M. (1997). Schisming: the collaborative transformation from a single conversation to multiple conversations. Research on Language and Social Interaction 30(1), 1-51. Goffman, E. (1979). Footing. Semiotica 25, 1-29. Luff, P., Hindmarsh, J. & Heath, C. (2000). Workplace Studies. Recovering Work Practices and Informing System Design. Cambridge University Press. Mondada, L. (2009). Emergent focused interactions in public places: a systematic analysis of the multimodal achievement of a common interactional space. Journal of Pragmatics 41: 1977-1997. Mortensen, K. and Hazel, S. (2013). Moving into interaction – Social practices for initiating encounters at a help desk. Journal of Pragmatics 62: 46-67.

13:30
The timing of turn taking in multilingual encounters when interlocutors do not speak a shared language

ABSTRACT. The presentation addresses how turn-yielding and floor-taking between participants work, when they do not speak a shared language. The setting investigated is Swedish residential care, where it is sometimes not possible to match the language of staff and residents (Plejert et al., 2014).The organization of turn-taking deals with the distribution of turns among participants in conversation (Sacks et al., 1974). For example, speaker-change reoccurs; transition from one turn to a next with no gap and no overlap are common. In order to organize turns, participants use a vast range of verbal and non-verbal cues, including prosody (Caspers, 2003; Edlund & Heldner, 2005; Zellers, 2013). Whereas a great number of studies have addressed turn-taking in monolingual settings, little is known about how participants manage the timing of their turns, when they do not have a shared language or have a very limited access to a shared language. In such cases utterances might be perceived as chunks of sounds hard to comprehend and, whose contents do not provide enough resources to help the interlocutors to adjust the timing of their contributions. This is also a particular concern in relation to conditions that may affect language abilities, such as dementia. In the present study, Conversation Analysis is used in order to address the ‘timing’ of turn-taking in multilingual interaction between carers and residents with dementia symptoms in residential homes, where the participants do not share any language, or have very limited access to a shared verbal language. It will be demonstrated that despite the fact that carers do not understand much of the content of what the residents are saying (Plejert et al., 2014) they provide feedback, e.g. continuers, and manage turn-transitions at the ‘preferred’ and expected places.

13:00-14:00 Session 13D: Online language learning
Location: PA318
13:00
Using CA to study L2 learning in-and-through video chats: Methodological considerations
SPEAKER: Fredrik Rusk

ABSTRACT. Research on second language (L2) learning in computer mediated communication (CMC) includes various approaches to studying the interaction. Much of this research is experimental and statistically analysed with etic constructs. Other socioculturally influenced research focus on how language learning in CMC is co-constructed and situated. However, studies mostly utilise textual (chat) data in the form of logs after the actual interaction took place. Careful studies of participants’ actions using ‘naturalistic’ data of the interaction, as it occurs, is needed to better understand participants’ meaning-making and use of resources on and off screen. We argue that conversation analysis (CA) may be suited for this purpose. The adoption of CA requires data to be collected and analysed through an emic, participant’s perspective, with a possibility of analysing the interaction on a micro-level with a focus on how participants orient to their situated actions. We reflect upon some methodological considerations regarding data construction and analysis that need to be adressed when using CA to study L2 learning in CMC. The data is of a tandem dyad’s video chat interaction in an eClassroom tandem course — that is — a pair with different first languages (L1) learn each other’s L1 in-and-through interaction in reciprocal cooperation. Partners function, every other lesson, as a L2 learner, and as a resource in their L1. It seems that the understanding and micro-analysis of participants’ situated actions is greatly improved through the use of both video and screen recordings of their situated interaction.

13:30
Children as resourceful users of an online environment for learning English

ABSTRACT. This is a case study on an online learning project for young beginner learners of English in Finland. The study shows how the pupils resourcefully used new technologies and took on an active role in the online work. The learning project was designed and realised as a course project for Master’s level students of English in a Finnish university. The analysis establishes a range of affordances for language learning created during the working process.

The analysis of the (inter)action displays how the children's actions facilitated language learning. The pupils were active participants and used English in the online environment. The analysis also shows pupils putting into use their everyday life competence in using new media.

The study is based on the ethnographical research strategy of nexus analysis (Scollon & Scollon 2004) which uses mediated discourse analysis (Scollon 2001) to analyse interaction. Nexus analysis takes a broad view on language learning as social interaction, but also allows a close analysis of (inter)action in situ. The research material consists of multiple data, e.g. video recordings, chat logs, discussion entries, and questionnaires. The study sheds some light on the complex nature of an online learning project and the interaction in the classroom. The results are encouraging for the pedagogically informed use of web-based applications in language teaching.

References

Scollon, R. (2001). Mediated discourse. The nexus of practice. London: Routledge.

Scollon, R. & S. W. Scollon. (2004). Nexus analysis: Discourse and the emerging Internet. London: Routledge.

14:15-15:15 Session 14: Plenary
Location: PA113 (Athene 1)
14:15
Cultural Probes in Second Language Learning in the Wild

ABSTRACT. Cultural probes are packages of material resources, e.g. pictures, maps, games, etc., “designed to provoke inspirational responses” (Gaver et al 1999:22). Other than responses to inquiries or to interview questions, cultural probes go for the unknown and use playful, creative, ‘subjective’ means to give designers a better understanding of the ‘local cultures’ for which they design.In the paper I will present examples for cultural probes as alternative tools to get a ‘thicker’ understanding of refugees and migrants who live in Denmark, and of the potentials their life worlds hold for using and learning the local language. In the end, cultural probes will lead to a different understanding of second language learning and teaching and will help to create resources for newcomers to colonize their new life worlds.Before discussing examples of probes, the paper will sketch an ethnomethodological informed understanding of second language learning as created in human local sense making practices in the world.

15:15-15:30 Session 15: Closing
Location: PA113 (Athene 1)