Bodily Practices in Action Formation and Ascription in Multilingual Interaction
Introduction to the Special Issue
Keywords:action formation, action ascription, bodily practices, multilingual interaction
This special issue brings together empirical studies that investigate how bodily practices feature in action formation and action ascription in multilingual interaction (Schegloff, 2007; Levinson, 2013). Grounded in video-based conversation analysis and drawing on data from diverse sociomaterial settings, the articles investigate the contingent interactional processes through which speakers from different language backgrounds accomplish actions and achieve intersubjectivity. They demonstrate how specific constellations of linguistic resources, bodily conduct, spatial configurations, and material ecology are built into accomplishment of actions at different levels of interactional organization. Collectively, the articles illustrate how the participants draw on each other’s expertise, including different languages (code-switching, translanguaging) and bodily conduct as an integral part of the “web of resources” that are mobilized when actions are formulated and managed in interaction.
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), p. 1–47.
Clayman, S. & Heritage, J. (2014). Benefactors and beneficiaries: Benefactive status and stance in the management of offers and requests. In P. Drew & E. Couper-Kuhlen (Eds.), Requesting in Social Interaction (pp. 55–86). John Benjamins.
Couper-Kuhlen, E. (2014). What does grammar tell us about action? Pragmatics, 24, 623–647.
Drew, P. (2013). Turn design. In J. Sidnell & T. Stivers (Eds.), The Handbook of Conversation Analysis (pp. 131–149). Blackwell.
Drew, P. & Couper-Kuhlen, E. (Eds.) (2014a). Requesting in Social Interaction. John Benjamins.
Drew, P. & E. Couper-Kuhlen, E. (2014b). Requesting – From Speech Act to Recruitment. In P. Drew & E. Couper-Kuhlen (Eds.), Requesting in Social Interaction (pp. 1–34). John Benjamins.
Eskildsen, S. W. (2018). ‘We’re learning a lot of new words’: Encountering new L2 vocabulary outside of class. Modern Language Journal, 102 (Supplement 2018), 46–63.
Eskildsen, S. W. (2021). Embodiment, Semantics and Social Action: The Case of Object-Transfer in L2 Classroom Interaction. Frontiers in Communication. https://doi.org/10.3389/fcomm.2021.660674
Eskildsen, S. W., & Theodórsdóttir, G. (2017). Constructing L2 learning spaces: Ways to achieve learning inside and outside the classroom. Applied Linguistics, 38, 143–164.
Eskildsen, S. W., & Wagner, J. (2018). From trouble in the talk to new resources – The interplay of bodily and linguistic resources in the talk of a speaker of English as a second language. In S. Pekarek Doehler, J. Wagner, & E. González-Martínez (Eds.), Longitudinal studies on the organization of social interaction (pp. 143–171). Palgrave Macmillan.
Eskildsen, S. W., Hellermann, J., Pekarek Doehler, S.,& Piirainen–Marsh, A. (2019). Language learning ‘in the wild’: An introduction. In J. Hellermann, S. W. Eskildsen, S. Pekarek Doehler, & A. Piirainen–Marsh (Eds.), Conversation analytic research on learning-in-action: The complex ecology of second language interaction ‘in the wild’ (pp. 1–21). Springer.
Eskildsen, S.W. & Wagner, J. (2013). Recurring and shared gestures in the L2 classroom: resources for teaching and learning. European Journal of Applied Linguistics, 1(1), 139–161.
Eskildsen, S.W. & Wagner, J. (2015). Embodied L2 construction learning. Language Learning, 65(2), 419–448.
Fasel Lauzon, V. & Pekarek Doehler, S. (2013). Focus on form as a joint accomplishment: and attempt to bridge the gap between focus on form research and conversation analytic research on SLA. IRAL – International Review of Applied Linguistics in Language Teaching, 51(4), 323–351.
Ford, C. E. (1999). Collaborative construction of task activity: Coordinating multiple resources in a high school physics lab. Research on Language and Social Interaction, 32(4), 369–408.
Fox, B. & Heinemann, T. (2016). Rethinking format: An examination of requests. Language in Society, 45(4), 499–531.
Frick, M., & Palola, E. (2022/this issue). Deontic Autonomy in Family Interaction: Directive Actions and the Multimodal Organization of Going to the Bathroom. Social Interaction. Video-Based Studies of Human Sociality, 5(2). https://doi.org/10.7146/si.v5i2.130870
Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32(10), 1489–1522. https://doi.org/10.1016/S0378-2166(99)00096-X
Goodwin, C. (2013). The co-operative, transformative organization of human action and knowledge. Journal of Pragmatics, 46(1), 8–23.
Goodwin, C. (2018). Co-operative action. Cambridge University Press.
Graziano, M. & Gullberg, M. (2018). When speech stops, gesture stops: Evidence from developmental and cross-linguistic comparisons. Frontiers in Psychology, 9, 879. https://doi.org/10.3389/fpsyg.2018.00879
Greer, T. (2013). Word search sequences in bilingual interaction: Codeswitching and embodied orientation toward shifting participant constellations. Journal of Pragmatics, 57, 100–117.
Greer, T. (2019). Noticing words in the wild. In J. Hellermann, S.W. Eskildsen, S., Pekarek Doehler & A. Piirainen-Marsh (Eds.), Conversation Analytic Research on Learning-in-Action. The Complex Ecology of Second Language Interaction ‘in the wild’ (pp. 131–158), Springer.
Greer, T. (2022/this issue). Multimodal Action Formation in Second Language Talk: Japanese Speakers’ Use of the Gassho Gesture in English Apology Sequences. Social Interaction. Video-Based Studies of Human Sociality, 5(2). https://doi.org/10.7146/si.v5i2.130868
Greer, T., & Wagner, J. (2022). The interactional ecology of homestay experiences: Locating input within participation and membership. Second Language Research. Advance online access. https://doi.org/10.1177/02676583211058831
Gullberg, M. (2011), Multilingual multimodality: communicative difficulties and their solution in second-language use. In J. Streeck, C. Goodwin & C. LeBaron (Eds.), Embodied interaction: Language and body in the material world (pp. 137–151). Cambridge University Press.
Heinemann, T., & Traverso, V. (Eds.) (2009). Complaining in interaction. Special Issue of Journal of Pragmatics, 41(12).
Hellermann, J., Eskildsen, S. W., Pekarek Doehler, S., & Piirainen–Marsh, A. (Eds.). (2019). Conversation analytic research on learning-in-action: The complex ecology of second language interaction ‘in the wild.’ Springer.
Heritage, J. (2012). Epistemics in Action: Action formation and territories of knowledge. Research on Language and Social Interaction, 45(1), 1–29.
Jakonen, T. (2015). Handling knowledge: Using classroom materials to construct and interpret information requests. Journal of Pragmatics, 89, 100–112.
Kääntä, L. (2010). Teacher turn allocation and repair practices in classroom interaction. A multisemiotic perspective. Jyväskylä Studies in Humanities 137. University of Jyväskylä.
Kääntä, L. (2014). From noticing to initiating correction: Students’ epistemic displays in instructional interaction. Journal of Pragmatics, 66, 86–105.
Kääntä, L. & Piirainen-Marsh, A. (2013). Manual guiding in peer group interaction: resource for organizing a practical classroom task. Research on Language and Social Interaction, 46(4), 1–22.
Kääntä, L., Kasper, G. & Piirainen-Marsh, A. (2018). Explaining Hook’s law: definitional practices in the L2 science classroom. Applied Linguistics, 39(5), 694–7. https://doi.org/10.1093/applin/amw025
Kärkkäinen, E. & Keisanen, T. (2012). Linguistic and embodied formats for making concrete offers. Discourse Studies, 14(5), 587–611.
Keevallik, L. (2018). What does embodied interaction tell us about grammar? Research on Language and Social Interaction, 51(1), 1–21.
Kendrick, K. & Drew, P. (2016). Recruitment: Offers, Requests, and the Organization of Assistance in Interaction. Research on Language and Social Interaction, 49, 1–19. https://doi.org/10.1080/08351813.2016.1126436
König, C. (2020). A conversation analysis approach to French L2 learning introducing and closing topics in everyday interactions. Routledge.
Kunitz, S., & Majlesi, A. R. (2022/this issue). Multimodal Gestalts in Reformulating Practices in Language Cafés. Social Interaction. Video-Based Studies of Human Sociality, 5(2). https://doi.org/10.7146/si.v5i2.130873
Kurhila, S., Kotilainen, L., & Lehtimaja, I. (2021). Orienting to the language learner role in multilingual workplace meetings. Applied Linguistics Review. Advance online publication. https://doi.org/10.1515/applirev-2021-0053
Levinson, S. (2013). Action Formation and Ascription. In J. Sidnell & T. Stivers (Eds.) Handbook of Conversation Analysis (pp. 103–130). Blackwell.
Lilja, N., & Eskildsen, S. W. (2022/this issue). The Embodied Work of Repairing-for-Teasing in Everyday L2 Talk. Social Interaction. Video-Based Studies of Human Sociality, 5(2). https://doi.org/10.7146/si.v5i2.130872
Lilja, N., & Piirainen-Marsh, A. (2019). How Hand Gestures Contribute to Action Ascription. Research on Language and Social Interaction, 52(4), 343–364. https://doi.org/10.1080/08351813.2019.1657275
Lilja, N., & Piirainin-Marsh, A. (2022/this issue). Recipient Design by Gestures: Depictive Gestures Embody Actions in Cooking Instructions. Social Interaction. Video-Based Studies of Human Sociality, 5(2). https://doi.org/10.7146/si.v5i2.130874
Majlesi, A. R. (2022/this issue). Gestural Matching and Contingent Teaching: Highlighting Learnables in Table-talk at Language Cafés. Social Interaction. Video-Based Studies of Human Sociality, 5(2). https://doi.org/10.7146/si.v5i2.130871
Majlesi, A.R. (2015). Matching gestures: Teachers’ repetitions of students’ gestures in second language classrooms. Journal of Pragmatics, 76, 30–45. https://doi.org/10.1016/j.pragma.2014.11.006
Mondada, L. (2014a). Requesting immediate action in the surgical operating room. Time, embodied resources and praxeological embeddedness. In P. Drew & E. Couper-Kuhlen (Eds.), Requesting in Social Interaction (pp. 269–302). John Benjamins.
Mondada, L. (2014b). The local constitution of multimodal resources for social interaction. Journal of Pragmatics, 65, 137–156. https://doi.org/10.1016/j.pragma.2014.04.004
Mondada, L. (2015) Multimodal completions. In A. Deppermann & S. Günthner, S. (Eds). Temporality in Interaction (pp. 267–308). John Benjamins.
Mondada, L. (2016). Challenges of multimodality: Language and the body in social interaction. Journal of Sociolinguistics, 20(3), 336–366.
Mondada, L. (2018). Multiple Temporalities of Language and Body in Interaction. Challenges for Transcribing Multimodality. Research on Language and Social Interaction, 51(1): 85–106.
Mondada, L., and M.-L. Sorjonen (2016). Making Multiple Requests in French and Finnish Convenience Stores. Language in Society, 45, 733–765. https://doi.org/10.1017/S0047404516000646
Mori, J. & Hasegawa, A. (2009). Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events. IRAL – International Review of Applied Linguistics in Language Teaching, 47(1), 65–94. https://doi.org/10.1515/iral.2009.004
Mori, J. & Hayashi, M. (2006). The achievement of intersubjectivity through embodied completions: a study of interactions between first and second language speakers. Applied Linguistics, 27(2), 195–219.
Mortensen, K. (2016). The Body as a Resource for Other-Initiation of Repair: Cupping the Hand Behind the Ear. Research on Language and Social Interaction, 49(1), 34–57.
Nevile, M. (2015). The embodied turn in research on language and social interaction. Research on Language and Social Interaction, 48(2), 121–151.
Olsher, D. (2004). Talk and gesture: The embodied completion of sequential actions in spoken interaction. In R. Gardner & J. Wagner (Eds.). Second language conversations (pp. 221–245). Continuum.
Rauniomaa, M. & Keisanen, T. (2012). Two Multimodal Formats for Responding to Requests. Journal of Pragmatics, 44: 829–842. https://doi.org/10.1016/j.pragma.2012.03.003
Robinson, J. (2013). Overall structural organization. In J. Sidnell & T. Stivers (Eds.), Handbook of Conversation Analysis (pp. 257–280). Blackwell.
Rossi, G. (2014). When Do People Not Use Language to Make Request? In P. Drew and E. Couper-Kuhlen (Eds.), Requesting in Social Interaction (pp. 303–334). John Benjamins.
Rossi, G. (2015). The Request System in Italian Interaction. PhD dissertation, Radboud University Nijmegen. MPI Series.
Rossi, G. & Zinken, J. (2017). Social Agency and Grammar. In N. J. Enfield, & P. Kockelman (Eds.), Distributed agency: The sharing of intention, cause, and accountability (pp. 79-86). Oxford University Press.
Schegloff, E. (2007). Sequence Organization in Interaction: A Primer in Conversation Analysis. Cambridge University Press.
Seo, M.-S., & Koshik, I. (2010). A conversation analytic study of gestures that engender repair in ESL conversational tutoring. Journal of Pragmatics, 42(8), 2219–2239. https://doi.org/10.1016/j.pragma.2010.01.021
Sert, O. (2017). Creating opportunities for L2 learning in a prediction activity. System, vol. 70, pp. 14–25.
Skogmyr Marian, K., & Pekarek Doehler, S. (2022/this issue). Multimodal Word-search Trajectories in L2 Interaction: The Use of Gesture and how it Changes over Time. Social Interaction. Video-Based Studies of Human Sociality, 5(2). https://doi.org/10.7146/si.v5i2.130867
Stevanovic, M. & Peräkylä, A. (2012). Deontic Authority in Interaction: The right to announce, propose and decide. Research on Language and Social Interaction, 45(3), 297–321. https://doi.org/10.1080/08351813.2012.699260
Theodórsdóttir, G. (2018). L2 teaching in the wild: A closer look at correction and explanation practices in everyday L2 interaction. The Modern Language Journal, 102 (Supplement 2018), 30–45.
Theodórsdóttir, G. & Eskildsen, S. W. (2022). Accumulating Semiotic Resources for Social Actions: A Case Study of L2 Icelandic in the Wild. The Modern Language Journal, 106 (S1).
Uskokovic, B., & Talehgani-Nikazm, C. (2022/this issue). Talk and Embodied Conduct in Word Searches in Video-Mediated Interactions. Social Interaction. Video-Based Studies of Human Sociality, 5(2). https://doi.org/10.7146/si.v5i2.130876
Waring, H. Z., Creider, S. C., & Box, C. D. (2013). Explaining vocabulary in the second language classroom: A conversation analytic account. Learning, Culture and Social Interaction, 2(4), 249–264.
How to Cite
Copyright (c) 2022 Author and Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
We follow the Budapest Open Access Initiative's definition of Open Access.
The journal allows the author(s) to hold the copyright without restrictions.
The journal allows software/spiders to automatically crawl the journal content (also known as text mining)
The journal provides article level metadata to DOAJ
The journal allows readers to read, download, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose.