Det kan vara svårt att få elever att samtala fritt med varandra på målspråket i språkklassrummet. En anledning är att de undervisningsaktiviteter som används för muntlig interaktion inte ger eleverna förutsättningar för deltagande i samkonstruerade och meningsfulla samtal, vilket i sin tur kan relateras till hur muntlig färdighet konceptualiseras i teori och praktik. Syftet med det här kapitlet, som baseras på forskningsprojektet Från monologer till dialoger, är att visa hur problembaserade uppgifter möjliggör kollaborativa samtal på engelska och moderna språk. I projektet samarbetade forskare och lärare i två faser: Fas 1 som fokuserade på uppgiftskonstruktion och Fas 2 som fokuserade på beskrivning av ”bra interaktion”. I den första fasen konstruerades, testades, analyserades och reviderades uppgifter i flera cykler. Den iterativa processen resulterade i en modell för konstruktion av öppna problembaserade uppgifter som får elever att muntligt interagera med det kommunikativa syftet att lösa problemet. I den andra fasen fördjupades analysen av elevernas muntliga interaktion genom tillämpning av samtalsanalytiska verktyg och det teoretiska konstruktet interaktionell kompetens, som är ett handlingsorienterat perspektiv på muntlig kommunikation. Resultaten visar att uppgifterna ger eleverna förutsättningar att föra dialoger snarare än monologer: I den problembaserade interaktionen använder eleverna sina tillgängliga resurser, både verbala och kroppsliga, för att utföra relevanta handlingar oavsett språklig färdighetsnivå. De samkonstruerade interaktionerna karaktäriseras dessutom av turtagning anpassad till kontexten och till samtalspartnern. Kapitlet lyfter vikten av meningsfulla muntliga uppgifter vars konstruktion möjliggör användning av elevers interaktionella kompetens i språkklassrummet.

This study focuses on the multimodal gestalts (Mondada, 2014) in unsolicited other-reformulations produced by L1 speaking volunteers in language cafés where visitors practice Swedish with volunteers from the local community. The unsolicited other-reformulations in our collection: (a) act as clarifications of what was said before, and (b) highlight (Goodwin, 2018; Majlesi, 2022/this issue) lexical items used in the prior turn, thereby orienting to them as learnables (Majlesi & Broth, 2012). Our findings suggest that multimodal gestalts in other-reformulations make parts of the original turn more visible and transparent for L2 speakers, and therefore make such parts salient for language learning.

This ethnomethodological (EM) and conversation analytic (CA) study explores the responsive behaviors of two Swedish volunteers during storytelling by two migrants in alanguage cafe in Sweden. The two stories revolve around employment and language proficiency, two topics that are often raised in the cafe as they invoke issues that are crucialfor the migrants' integration process. Language cafes are indeed sites that aim to promote the migrants' process of becoming members of a community. In this article, which contributes to EMCA research on interactions between first (L1) and second language (L2)users, we demonstrate how the L1 speaking volunteers, through embodied, stance-sharing responsive behaviors, support positive aspects of the migrants’ identity as valuable individuals that can legitimately be part of and contribute to the Swedish society with their professional and linguistic skills. These findings bring to the fore how integration on the macro-level is managed at the micro-level.

This chapter illustrates the outcomes of the first two semesters of university language instruction targeting the development of interactional competence (IC) in Chinese as a Foreign Language, with a specific focus on active listenership and topic management. IC is a crucial ability for both first language and second language (L2) speakers. The chapter also illustrates how Conversation Analysis (CA)-inspired learning outcomes for L2-Chinese have been identified and how the instructional materials have been structured following the IC pedagogical cycle suggested by A. M. Barraja-Rohan and elaborated by E. Betz and T. Huth. Conversation analysts are becoming increasingly concerned with the pedagogical implications of their findings. The students were required to write evidence-based, guided reflections in which they had to report on specific moments of their own interactions that went well and other moments that they perceived as problematic.

This chapter focuses on current research on second language (L2) interactional competence (IC) and on its pedagogical implications. While research on L2 IC has been developing since the 1990s, the pedagogical implications of such research have hardly been discussed, and only a few attempts have been made to bridge the gap between research and practice with regard to the teaching of IC in the L2 classroom. It provides extended responses to the questions raised by both practitioners and researchers during the workshops and the symposium organized at the center. The chapter connects theoretical discussions on the concept of IC, empirical findings, potential pedagogical implications, and outcomes of actual research-based pedagogy primarily in the first two years of university L2 instruction. It addresses this important challenge, either directly or indirectly, whereas the section on testing provides readers with the most comprehensive analysis of actual implementations of testing procedures that incorporate the co-constructed nature of interaction in general and IC in particular.

This volume features the latest research findings on L2 interactional competence to demonstrate the potential for developing and implementing research-based pedagogy that targets interactional competence (IC) in early instruction in a variety of L2 learning and teaching contexts. Incorporating contributions from both leading and emerging researchers in the area, the book is organized into four sections to provide a systematic account of interactional competence, defined as a set of skills required to　co-construct an effective interaction with a variety of interlocutors in a variety of settings, and advocates for IC to be part of a well-rounded curriculum of L2 instruction. The volume provides a comprehensive overview of the different theoretical perspectives on IC within Conversation Analysis, and moves into a discussion of conversation-analytic research findings from a variety of contexts and of their pedagogical implications.The book then presents examples of pedagogy in practice and also illustrates the potential for implementing IC in testing settings. This volume makes a valuable contribution to the growing literature on interactional competence and will be of particular interest to graduate students and researchers in applied linguistics, SLA, language education, curriculum and instruction studies, and educational linguistics.

In cognitivist Second Language Acquisition (SLA), attention and noticing are described as psycholinguistic processes that (may) have a role in language learning. The operationalization of such constructs, however, poses methodological challenges, since neither online nor off‐line measures are coextensive with these cognitive processes that occur in the individual mind–brain. In contrast with such a perspective, the present conversation‐analytic study re‐specifies attention in social terms, as a nexus of publicly displayed actions that are jointly achieved by college level students of Italian as a foreign language as they engage in collaborative writing while planning for a group presentation to be performed in the second language (L2). More specifically, the article describes gender‐focusing sequences that are initiated by attention‐mobilizing turns with which a student directs her coparticipants’ attention to an oral or written item that is oriented to as possibly inaccurate in terms of gender assignment. The study shows the agentive role of students in identifying learnables and solving language‐related issues and provides an example of how participants do learning as a socially situated and collaborative activity by enacting immanent pedagogies (Lindwall & Lymer, 2005).

This conversation analytic study explores the language alternation patterns enacted by students of Italian as a Foreign Language as they engage in planning a classroom presentation. The data consist of 13 planning sessions conducted by two groups of students enrolled in a third semester course and two groups of students enrolled in a sixth semester course at a US university. The analysis shows how the participants achieve a local interactional order (Cromdal 2005) where the alternation between the L1 and the L2 embodies the distinction between planning process (in L1-English) and planning product (in L2-Italian) and achieves the transition between such components of the planning activity. Overall, the study demonstrates that language alternation is a discursive skill that constitutes a resource for planning for students at different proficiency levels.

In this study, the authors explore how classroom tasks that are commonly used in task‐based language teaching (TBLT) are achieved as observable aspects of local educational order (Hester & Francis, 2000) through observable and immanently social classroom behaviors. They focus specifically on students’ language learning behaviors, which they track through the longitudinal conversation‐analytic methodology called learning behavior tracking (LBT) (Markee, 2008). From a theoretical point of view, they situate LBT within the ethnomethodological (EM) perspective on social action pioneered by Garfinkel (1967) and relate it to socially defined ways of understanding planning (Burch, 2014; Markee & Kunitz, 2013). In the empirical part of the article, the researchers analyze TBLT work that was conducted in an English as a foreign language (EFL) classroom in a Swedish junior high school. Specifically, they track the occurrences of a learnable (the spelling of the word disgusting) that was emically oriented to as such by the students as they engaged in planning and accomplishing teacher‐assigned tasks. The authors then develop an emic, sequential account of the participants’ practical reasoning and dynamically evolving epistemic positions. They argue that this kind of basic empirical research refines our understanding of how TBLT curriculum work is achieved by participants as practical, mundane, and observable activities in language classrooms, and that these insights may feed into more applied research on teacher training, thereby fostering the design of instructional innovations.

This micro-longitudinal conversation analytic study investigates how a group of 7th grade students in Sweden negotiates participation frameworks in EFL group work. The analysis follows the changes in participation of one student, Emma, during a collaborative vocabulary quiz used to test a homework assignment. At first, Emma's participation in the task is limited and her contributions are questioned by the group members. As the activity progresses, though, Emma increasingly volunteers relevant answers and her coparticipants progressively orient to her as a knowledgeable and legitimate participant. We document the interactional means by which the students in the group enable and restrain participation in the task, and we relate these to the local physical/spatial and organizational affordances of the institutional setting. The study demonstrates how the right to active participation is negotiated on a moment-by-moment basis in and through interaction in the embodied ecology of the language classroom.