View Programs

8:00 – 8:30

Registration and Welcome to the Conference

8:30 – 8:50

Portrayals of rurality in the coverage of crisis on local and national news:

A critical discourse analysis

Alison Harding

University of Maryland, College Park

This study utilizes a Critical Discourse Analysis framework to explore the news media’s portrayal of rural Americans and how these portrayals support or reject historical classist views of rural identity. The work uses reporting on the train derailment and subsequent ecological disaster in East Palestine, OH as a case study.

8:55 – 9:15

A Multimodal critical discourse analysis of the unspeakable:

The Tulsa race massacre

Vivica Joines

University of Maryland College Park

Utilizing multimodal critical discourse analysis to examine the “Unspeakable: The Tulsa Race Massacre,” I ask: How do written text and illustrations work together to communicate ideologies about Black people in picture books? Findings provide a practical way for teachers to examine their classroom reading materials.

9:20 – 9:40

Building criticisms and evading blame in U.S. Senate confirmation hearings

Marissa Caldwell

Rutgers University

Using CA, this paper focuses on the ways Senators build criticisms through closed or polar questions, and how witnesses construct their answers to resist criticism. My findings illustrate (a) the potential of polar/closed questions; (b) the interactional deletion of type-nonconforming response/elaboration; (c) the use of ideologically fitted glosses by Senators.

9:45 – 10:05

The interactional organization of mundane diagnostics in adult-child interactions: Corporeal intersubjectivity and touch

Asta Cekaite

Linköping University

This presentation examines the multimodal interactional organization of mundane diagnostic practices in situations when children show or claim pain and display distress. The interplay of various sensorial engagements in adult-child interactions is explored. Data involves video-recordings caregiver-child interactions in early childhood education settings in Sweden, children’s ages 2-5.

10:05 – 10:20

Coffee/Tea Break (GDH 177)

10:20 – 10:40

Phonemic isolation in ASL vocabulary instruction

Alyson (Lal) Horan

Teachers College, Columbia University

While the “what” of sign language instruction has a growing body of research, the “how” remains largely unexplored. This presentation begins to address this gap by exploring 4 instructional techniques American Sign Language (ASL) teachers use to isolate the phonemic properties of signs during in-class vocabulary instruction.

10:45 – 11:05

Building affiliation in the L2 classroom: The role of side sequences

Tianfang Sally Wang

 Joan Kelly Hall

Yingliang Elvin He

Yuanheng Arthur Wang

The Pennsylvania State University

 Shuyuan (Joy) Liu

Brown University

Su Yin Khor

College of the Atlantic

This study shows how teacher and students display affiliation while managing disaligning moments and epistemic relations in side sequences (Jefferson 1972), an under-explored topic in L2 classroom research. These affiliative moments create opportunities for student engagement in ways that instructional activities do not.

11:10 – 12:10

Invited Lecture

To err is human but to persist is diabolical:

Reproaching departures in social interaction

Tanya Stivers

University of California, Los Angeles

12:10 – 2:10

Lunch in the Neighborhood

2:10 – 2:30

Multimodal dynamics of student bids for assistance

in an advanced Arabic media course

Seth McCombie

Khaled Al Masaeed

Carnegie Mellon University

Language learners often make bids for assistance (BfA) from the instructor during group work. This study analyzes how Arabic students achieve joint attention with their teacher when making BfA. It shows how they orient, linguistically and bodily, to cues that may signal the teacher’s availability.

2:35 – 2:55

Other people and places:

Cross-case analysis of location indexing and perspective taking in argumentation

Sarah Radke

Concord Consortium

Lauren Vogelstein

New York University

We investigated location indexing as a form of perspective taking in argumentation using multimodal interaction analysis, positioning theories, and embodied points of view. Analysis revealed how youth used the invocation of “they” with location indexing that produced an “other,” separate from the participants and their experiences, to drive their arguments.

3:00 – 3:20

Reported speech and perceptions of care in obstetric interactions

Christine Jacknick

Borough of Manhattan Community College, CUNY

Daniella Yurich

Brooklyn College, CUNY

Drawing from a corpus of 40 narrative interviews with patient care providers, we use conversation analysis and stance analysis to examine how participants’ use of reported speech allows them to not only recount their own feelings and thoughts, but also speculate about those of their interlocutors.

3:20 – 3:35

Coffee/Tea Break (GDH 177)

3:35 – 3:55

Unwrapping the gift of life:

How the newborn’s gender is constructed outside of the delivery room

Wan Wei

Pennsylvania State University

Drawing on a corpus of 77 recorded interactions between health professionals and families awaiting outside the delivery room in Chinese hospitals, this conversation analytic research investigates the special moment when a newborn is initially presented to their family, focusing on how the infant's gender is constructed during this interactional ritual.

4:00 – 4:20

Approximators como (que) and com (que) in Spanish and Catalan

amongst young bilinguals in improvised TV

Natàlia Server Benetó

The Ohio State University

This research examines the approximators 'como' and 'como que' in the unexplored variety of young, bilinguals of Catalan and Spanish. The results align with previous studies, showing preference for ‘com(o)’ as an attenuator. Two new variants are also identified, ‘com(o) de’.

4:25 – 4:45

“Pop-off” as an involvement strategy in collaborative video game play

Cicely Rude

Teachers College, Columbia University

Based on video recordings of two adults playing a single-player video game, I explore what involvement looks like in collaborative play by describing a multimodal strategy called the "pop-off.” The pop-off creates connections between player and player, player and game, game and other media, and the game and real world, fostering rapport and engagement. Findings suggest potential applications to second language instruction.

4:50 – 5:10

Interviews on Tik-Tok: The pseudo- and quasi-interviews for engagement goals

Alina Ali Durrani

Gonen Dori-Hacohen

University of Massachusetts Amherst

In TikTok interviews, questions are not used for information-seeking; instead, they serve “online audience engagement.” We propose that they take two forms: pseudo- and quasi-interviews; both frequently present the Interviewee as a “dupe.” The study demonstrates the interactional and institutional aspects of TikTok interviews, specifically how they (ab)use question-answer-(response) sequences at the interviewees’ expense for their audience-driven nature.

5:10-6:10

Reception (GDH 177)

8:30 - 8:50

Epistemics and Third Party Involvement in Extended Repair by Speakers with Dysarthria

Sasha Kurlenkova

New York University

Antara Satchidanand

University at Buffalo (SUNY)

In multiparty extended repair sequences, the speaker with dysarthria may act as an agentive figure through inviting a more knowledgeable (K+) party to provide repair initiations on their utterances. By capitalizing on knowledge base and communication modalities shared with different orally speaking communication partners, speakers with dysarthria orchestrate the repair sequence to arrive at mutual understanding.

8:55 – 9:15

“Say gong gong first”:

Getting a young heritage language speaker to greet her grandparents in Facetime calls

Carol Lo

New York University

Using CA, this paper examines how adult members of a Chinese family display and enforce expectations that a young child should greet her grandparents (i.e., jiao ren, “call people”). Based on the family’s Facetime calls, the analysis illustrates practices that the mother and the grandparents engage in eliciting kinship terms.

9:20 - 9:40

Doing mental-health support amidst a summons:

Managing call-intake protocol & methods for closing down calls on a telephone help line

Stephen M. DiDomenico

West Chester University

In this paper I examine how callers and call takers orient to incipient calls (prompted by a phone-based summons) and potentially move to close the interaction. Data are drawn from a corpus of 120 calls made to a telephone help line dedicated to crisis intervention and mental health support.

9:45 - 10:05

Invoking time limitations as an interactional device

in Senate Judiciary Committee nomination hearings

Kristella Montiegel

University of Colorado, Boulder

I use conversation analysis to explore questioning and answering practices during United States Senate Judiciary Committee nomination hearings, focusing on the ways interactants invoke time limitations during a hearing’s designated question-answer round. Data is drawn from nearly 13.5 hours of question-answer rounds across 11 nomination hearings in 2020 and 2022.

10:05 – 10:20

Coffee/Tea Break (GDH 177)

10:20 – 10:40

Beyond grammatical complexity:

The pseudo-cleft as a projective resource to manage common ground in spoken English

Florine Berthe

Université de Pau et des Pays de l’Adour

Isabelle Gaudy-Campbell

Université de Lorraine

This paper takes an interactional approach to pseudoclefts, considering them as projections motivated by reference to upcoming segments. The data shows that the syntactic complexity of these projections results from the fact that speakers, while projecting, update the common ground to ensure the propositional content is well-received by the addressee.

10:45 – 11:05

Managing progressivity in small group discussions

in ITA classrooms on Zoom

Yingliang Elvin He

UCLA; Pennsylvania State University

This conversation analytic study investigates how students maintain a forward progression in small group discussions and how they regain progression when trouble occurs in ITA classrooms. Student practices include: letting the information request go; borrowing institutional authority; and negotiating relative epistemic stance among group members.

11:10 – 12:10

Invited Lecture

CA/MCA for DEI: A case for motivated looking

Steven Talmy

The University of British Columbia

12:10 – 2:10

Lunch in the Neighborhood

2:10 – 2:30

‘We’re all gonna get shingles’:

Participatory engagement in vaccine discussions with older adults

Staci Defibaugh

Old Dominion University

Taking a theme-oriented discourse analysis approach, I examine how a physician assistant discusses vaccine hesitancy with an older adult. Through participatory language, the PA elicits and then addresses the patient’s concerns, and educates the patient on the necessity of the vaccine all while taking the patient’s perspective into account.

2:35 – 2:55

General Practitioners’ reciprocal laughter in lifestyle behaviour consultations

Binh Ta

Averil Grieve

Elizabeth Sturgiss

Monash University

Lauren Ball

University of Queensland

This conversation analytical study investigates how general practitioners reciprocate patient laughter in behaviour change consultations. It is concluded that GP reciprocal laughter may work to build patient-doctor relationship when patients display their evaluative stance. Reciprocating laughter may be problematic when the patient’s evaluative stance is not revealed.

2:55 - 3:10

3:10 - 3:30

Competency to report symptoms:

Pursuing symptom reports from children in pediatric encounters

Aleksandr Shirokov

Rutgers University

Drawing on video recordings of Russian-language pediatric consultations and conversation analysis, this talk examines how, in questioning children, doctors and parents pursue the particular response of symptom confirmation. The analysis shows that children often do not orient to the task of reporting medically relevant information and that what constitutes such information may be unclear to children and require scaffolding through follow-up questions.

3:35 -3:55

Disclaimers in broadcast talk

Matthew Butler

University of York

This paper analyses instances of speakers in broadcast talk disclaiming a topic. It shows how these disclaimers enable speakers to index that a topic is ostensibly off limits – and that the design of these disclaimers is produced and targeted for an overhearing audience.

4:00 – 4:20

Signature habits and "strict rules":

Positioning candidates as mothers of color in a mayoral election

Jennifer Sclafani

Nasiba Norova

University of Massachusetts, Boston

This study examines how mayoral candidates who are positioned as immigrant-background mothers of color respond to “possible -isms” in their responses to questions in political debates by providing “transformative answers.” In doing so, they problematize presuppositions of cultural homogeneity, and reorient to generic cultural and immigrant-adjacent ethnolinguistic membership categories.

4:20 - 4:40

Closing

8:00 – 8:30

Registration and Welcome to the Conference 

8:30 – 8:50

Mutual orientation to and through music: The coordination of talk, bodies, memories, and music for a documentary performance 

Sarah Radke

New York University

This paper examines a family music performance. Multimodal microanalysis investigates the coordination of semiotic resources and reveals that (a) musical engagement facilitated mutual orientation (Goodwin, 1994) to the shared memories and musical knowledge, and, (b) participants coordinated talk, bodies, and music to co-operatively accomplish the performance.

8:55 – 9:15

The body and the object: Exploring the cultural phenomena of touching statues in public spaces

Kristina Eiviler

University of Zurich

This ethnographic research employs EMCA to examine how interactions of people with objects influence at embodied actions of people, in terms of co-orientation, co-organization, co-operation. Research focuses on the object-centered sequences, recorded at Moscow metro station “Revolutionary square”, where 76 bronze statues are being touched daily by thousands of by-passers.

9:20 – 9:40

Managing common ground knowledge with interjections: Uei-prefaced responses in Catalan

Natàlia Server Benetó

Ohio State University

By taking an interactional linguistics approach to the analysis of Catalan interjection uei, I show that its placement at the beginning of an answer to a question indicates the recipient’s negative evaluation of the previous turn, as the information requested is judged as obvious given the shared knowledge between interlocutors.

9:45 – 10:05

O sea-prefacing in Peruvian news interviews

Luis Manuel Olguin

University of California, Los Angeles

Carmen Amalia Del Rio Villanueva

Pontifical Catholic University of Peru

Conversation analysis is applied to explore inferential work the Spanish discourse marker O sea (literally, “Or be it”) is put to use by journalists in Peruvian news interviews. In the course of asking follow up questions, it is shown that “o sea”-prefacing accomplishes adversarial questioning by putting up for confirmation an extreme case inferable from the interviewee’s prior talk.

10:05 – 10:20

Coffee/Tea Break (GDH 177)

10:20 – 10:40

How patients use epistemic markers in pursuing requests for treatment

Aleksandr Shirokov

Rutgers University

Drawing on video recordings of Russian-language medical consultations and Conversation Analysis, this paper examines how patients use epistemic markers (ja chital “I read” and ja slyshal “I heard”) in pursuing requests for treatments, including medical tests and vaccinations. The paper contributes to our understanding of patient agency and doctor-patient asymmetry.

10:45 – 11:05

The “natural attitude” in action: Epistemic orientations in action sequences initiated from unknowing (K−) positions

Geoffrey Raymond

Andre Buscariolli 

University of California, Santa Barbara 

Speakers posing queries can adopt various epistemic orientations, including a default orientation that accepts K+ speaker’s claims at face value and a set of alternative orientations ranging from mildly skeptical to entirely closed to a K+ speaker’s claims. These findings have implications for epistemics, sequence organization, and background knowledge.  

11:10 – 12:10

Invited Lecture

Ethnomethodology, conversation analysis, and the study of interaction in everyday life

 Doug Maynard

University of Wisconsin, Madison

12:10 – 2:15

Lunch in the Neighborhood

2:10 – 2:30

How participation is affected by smartphones

Katie Bradford

University of Texas, Austin

This paper uses a multimodal-conversational analytic methodology to examine how smartphone use changes participation in interaction. I draw upon a collection of video-recorded family dinner interactions. Findings reveal four possible participation changes associated with smartphone use as participants face contradictory demands on their attention.

2:35 – 2:55

Changes in the functions of teachers' syntactically incomplete utterances [X shi 'be'] and students' orientation in Chinese-as-a-Second-Language Classrooms

Xiaoyun Wang

University of Alberta

With using Conversation Analysis, this paper examines how teachers’ use of the syntactically incomplete construction [X shi ‘be’…] and students’ orientation changes along with the development of students’ language proficiency. It explores how these changes of use and orientation reflect pedagogical goals and teachers’ adaptation to students’ language level.

3:00 – 3:20

Assisted incapability – (in)competence in the wild

Ann Merrit Nikken Nielsen

Mie Femø Nielsen

Brian Due

University of Copenhagen

Multimodal EMCA analysis of video recordings of blind people using mainstream AI technology shows how the character of this tech and the setup where participants are filmed while leaning often results a co-construction of these as ‘less capable’. This has implications for the ethical and methodological aspects of CA studies 

3:25 – 3:45

Composition delay involving augmentative communication technologies: Sequential and intersubjective misalignment

Jeff Higginbotham

Francesco Possemato

Antara Satchidanand 

University of Buffalo

In this paper, we will discuss the temporal-sequential unfolding of the intersubjective misalignment, consider a reconceptualization of multimodal, multitemporal turn taking boundaries and implications for future augmentative communication device designs. To motivate our discussion, we presents a conversation between Ann, a woman with Bulbar ALS and her husband Ben who discuss their experiences about their honeymoon to Italy.

3:45 – 4:00

  Coffee/Tea Break (GDH 177)

4:00 – 4:20

Socializing attention at the dining-table

Yiwen Sun

Teachers College, Columbia University

This study investigates the effect of 'competitions' and 'threats' on socializing children's attention at mealtimes in a Chinese family. The findings suggest a similar sequence of trajectories, from implicit initiation to the upgrading stage. The study supplements the lack of research in Eastern contexts and implies the advantage of parents' blending voices in socializing children's attention. 

4:25 – 4:45

From grammatical complexity to action, sequence, and design: Constructs for assessing interactional competence

Stephen Looney

 Pennsylvania State University

This paper argues action, sequence, and turn design are more appropriate constructs for assessing interactional competence than grammatical complexity. A comparison of second pair parts during a roleplay reveals lower proficiency learners produce more multi-clause turns while highly rated learners produced more lexical or phrasal turns and shorter multi-clause turns.

4:50 – 5:10

Interpersonal stimming between non-speaking autistic children and their parents

Rachel Chen

University of California, Berkeley

Non-speaking autistic children often have to accommodate to the participatory expectations of speaking others. Towards inclusive practices, how can interaction embrace the expressive repertoires of the autistic child? This paper examines the embodied interactions of three pairs of non-speaking autistic children and their parents stimming together on a musical mat.

Reception (GDH 177)

8:30 - 8:50

Looking away and hesitation: Evidence supporting dispreference of student trouble reports in supervision interaction

Zhiying Jian

University of York 

This CA study investigates students’ trouble reports in responding turns in university supervision interaction. It will be shown that trouble reports are systematically constructed as dispreferred actions with delay, hesitation tokens, gaze aversion and mitigation. The study will also account for this dispreference relating to the progressivity of the interaction. 

8:55 – 9:15

Negotiating power inequalities in joint decision making

Innhwa Park

West Chester University

Santoi Wagner

University of Pennylvania

Using CA, this study examines how power inequalities manifest during a faculty meeting in which the participants have different levels of ascribed institutional power. The analysis reveals that the less ‘powerful’ participant balances compliance and resistance in order to move her proposal forward and achieve a decision during the meeting.

9:20 - 9:40

 The primacy of instructed action: Implications for analysis

Alan Zemel

University of Albany

Ali Reza Mejlesi

Stockholm University

Timothy Koschmann

Southern Illinois University School of Medicine

Garfinkel’s (2002) defines instructed action as concurrently and sequentially accomplished assemblies of accountable conduct performed under the auspices of and constitutive of a governing 'instruction' set.  Recovering an instruction set involves explicating how actors ‘fit’ their conduct to a specific occasion in the work of following the instructions. This is consequential for how data are presented in the analytic work.

9:45 - 10:05

Reproducing traditional gender and family roles in ESL classroom interaction

Nadja Tadic

Megan Rouch

Georgetown University 

Using membership categorization and conversation analysis, we examine how participants orient to women’s gender- and family-based categories in second-language classroom interaction. We show that participants reproduce traditional gender and family roles for women, treating these roles as prevailing and incongruent with women’s academic and professional goals and obligations. 

10:05 - 10:20

Coffee/Tea Break (GDH 177)

10:20 – 10:40

Socializing play in a bicultural household

Jessica Coombs

Teachers College, Columbia University 

A lack of research has been conducted on how caregivers in a household, of different cultures, socialize infants. Using conversation analysis and ethnographic interviews, this paper uses language socialization to study how caregivers of different cultures use different strategies to socialize their infant during playtime.

10:45 - 11:05

Retracting the unsaid: Using repair to manage delicate actions

Kaicheng Zhan

Hyun Sunwoo

Aleksandr Shirokov

Dana Licciardello

Sasha Kurlenkova (NYU)

Hee Chung Chun

Marissa Caldwell

Jonathan Potter

Lisa Mikesell

Jennifer Mandelbaum

Alexa Hepburn

Galina Bolden

Rutgers University

This paper explores “pre-emptive retraction,” a practice whereby speakers retract something they haven’t said, thereby over-exposing an error that hasn’t been made, in the context of doing word search repairs. We show that the practice can allow speakers to do delicate interactional work while disclaiming responsibility for their problematic descriptions.

11:10 – 12:10

Invited Lecture 

Choreographing the end of life

Candy Goodwin

University of California, Los Angeles

12:10 – 2:10

Lunch in the Neighborhood 

2:10 – 2:30

Student voice and teacher agency: Storytelling in letters of recommendation for college admissions

Jungyoon Koh

Helen Dominc 

Georgetown University

This study examines letters of recommendation written by high school teachers for first generation students applying to a private US university, so as to illustrate some narrative strategies that can help teachers successfully bridge the gap between their students' personal experiences and college admissions officers' institutional expectations. 

2:35 – 2:55

 Blind people doing self-observation

Mie Femø Nielsen, Ann Merrit Nikken Nielsen, Brian Due

University of Copenhagen

Blind and visually impaired people (BVIP) testing new technology express discomfort in attracting attention. We argue that ‘self-observation’ is an interactionally constructed activity. Drawing on multimodal EMCA we explore the sequential organisation of BVIP's self-observation formulations and discuss their function in relation to Garfinkel' work on reflexivity and Sacks' work on normality.

3:00 - 3:20

What are you doing down here in the South End? Place formulations during police-civilian encounters

Andre Buscariolli

University of California, Santa Barbara 

Upon initiating police encounters, officers typically use place formulations (Schegloff 1972) that foreground their interlocutors’ conduct’s incongruent character, casting them as “policeable subjects.” This presentation examines officers’ place formulations to discuss how they build upon more or less explicit expectations regarding how people must conduct themselves in public.

3:25 - 3:45

The birth of a king: Whole Foods’ “Behind the Scenes: Parmigiano Reggiano”

as generic hybridity and elite authenticity on YouTube

Cynthia Gordon

Georgetown University 

Alla Tovares

Howard University

Our discourse analysis considers four Whole Foods Market “Behind the Scenes” YouTube videos about cheeses, showing how they linguistically and multimodally convey generic hybridity and “elite authenticity” (Mapes 2021), especially the one for Parmigiano Reggiano, which integrates a “birth of a hero” story from the fairy tale or myth genre.

3:45 - 4:00

Coffee/Tea Break (GDH 177)

4:00 - 4:20

A conversation analysis of language alternation in medical consultations

in Algeria: Public hospitals in Sidi Bel Abbes

Khadidja Belaskri

University of Saida (Algeria) 

This study looks at the meaning of French-Arabic code switching (CS) in Algerian doctor-patient interaction (DPI). It demonstrates that CS is used to distinguish types of actions, activities and participation frameworks. Doctors switch to French when stance conflicts are involved to push back against patients’ resistance and disaffiliation.  

 Singing in conversation for shifting frames, epistemics, mocking, and constructing identity

Sylvia Sierra

Syracuse University

I examine conversational media references involving singing. I analyze how singing resolves interactional dilemmas by enacting epistemic frame shifts and can also be used to mock selves, each other, and pets for play, rapport, and reinforcing group norms, ultimately contributing to managing alignments and constructing shared identities. 

 4:50 - 5:10

“Competent Minister… he ate the exports”: Use of insults in Pakistani political press conferences.

Alina Durrani

University of Massachusetts, Amherst 

The paper discusses practices for institutional-adversiality-based abuse in Urdu Pakistani political press-conferences, using ethnomethodological and conversation analytical processes it presents two broad categories of insults using name-calling. First type substitutes addressees name or title with metonyms or extended surnames and second type uses ironic titles related to competency or religion.

5:10 - 5:25

Closing

8:00 – 8:30

Registration and Welcome to the Conference 

8:30 – 8:55

Talking the Talk: Subject-Specific Language Use in EMI Classrooms

Christine Jacknick

Borough of Manhattan Community College, CUNY

Derya Duran

University of Jyväskylä

This CA study offers insights into how epistemic balance is established in institutional talk, as well as how language emerges as an explicit retrospective device in EMI content classrooms. We show how the teacher reifies students’ contributions and replaces them with technical concepts, expanding students’ academic linguistic repertoires.  

9:00 – 9:25

The Links Between L2 Teacher Actions and L2 Learners' Developing Interactional Repertoires

Su Yin Khor

Joan Kelly Hall

Tianfang Wang

Pennsylvania State University

Drawing on a usage-based understanding of language, this study employs CA/IL to examine teacher questions, specifically information seeking question sequences, in an adult L2 English grammar course. We focus on the social actions that the questions accomplish, the student responses they engender, and their links to learners’ developing interactional repertoires.

9:30 – 9:55

Managing Multiple Demands: Teachers' Simultaneous Use of Verbal and Embodied Resources to Pursue Different Courses of Action

Elizabeth Reddington

Teachers College, Columbia University

Drawing on a database of video-recorded adult English as a Second Language classes, the current study employs CA to examine how teachers manage multiple demands in classroom interaction. Analysis reveals how teachers use verbal and embodied resources, or different embodied resources, to simultaneously pursue different courses of action. 

9:55 – 10:10

Coffee/Tea Break (GDH 177)

10:10 – 10:35

Over-Exposed Self-Correction

Wan Wei

Song Hee Park

Kaicheng Zhan

Galina Bolden

Alexa Hepburn

Jenny Mandelbaum

Lisa Mikesell

Jonathan Potter

Rutgers University

Using CA, this paper examines self-initiated self-repairs in which speakers draw attention to their error (by repeating and/or commenting on it) as they correct it. We show that, in producing these “over-exposed” corrections, speakers enact accountability for the error in the service of managing self-presentation. 

10:40 – 11:05

Laughter in the Interactive Management of Allusive Complaints

Phillip Glenn

Emerson College

Elizabeth Holt

University of Huddersfield

This conversation analytic study investigates the role of laughter in shaping alluded-to complaints. Laughter marks ambiguity, inviting hearers to attend to its referent. Participants may surface the alluded-to actions, or those actions may remain embedded. The laughter provides a resource for navigating moments of epistemic or topical misalignment. 

11:10 – 12:10

Invited Lecture

American English OKAY over Time: Challenge and Chance for Interactional Linguistics

Elizabeth Couper-Kuhlen

University of Helsinki

12:10 – 2:10

Lunch in the Neighborhood

2:10 – 2:35

Attending to an ESL Student's Non-Answer in the Classroom

Shengqin Jin

Alan Zemel

SUNY Albany

The current research uses conversation analysis to study how students do being bystanders, as well as its interactional consequences, in the conventional classroom interaction. Doing being bystanders is displayed as a constitutive part of the classroom activity. It mobilizes the turn-taking and speakership allocation in an implicit manner. 

2:40 – 3:05

"You Have to Read Them and Read How They are Reading You:" Play Frames and Impression Management in a Community-Based Afterschool Program

Anne Pomerantz

University of Pennsylvania

This paper examines how volunteer educators and children in a community-based afterschool program interactionally navigate the provision of homework help. It explores how movement into/out of various play frames shapes volunteers’ impressions of the children’s academic abilities and characters. Furthermore, it considers the affordances of interaction analysis for volunteer training. 

3:10 – 3:35

Multiple Questions in Secondary School Test Talk

Karianne Skovholt

Maria Njølstad Vonen

Marit Skarbø Solem

University of South-Eastern Norway

This study is based on a data set of 5 hours video-recorded oral examinations in Norwegian and uses conversation analysis to examine in what sequential environment multiple questions occur, their structural properties and interactional consequences. Results show that MQs are commonly used and occur in the sequential environment for topic change and follow up questions. 

3:35 – 3:50

Coffee/Tea Break (GDH 177) 

3:50 – 4:15

Explorations of Diversity in the Adult Second Language Classroom

Nadja Tadic

Teachers College, Columbia University

Using conversation analysis and membership categorization analysis, this study examines discussions related to sociocultural diversity in adult second language classrooms. The study shows that participants enact a preference for agreement in their discussions, thus creating a sense of “togetherness” but also reinforcing harmful presuppositions about historically marginalized social groups. 

4:20 – 4:45

Interactional Pivots: First Teacher Contributions in Collaborative Reflection by GP Residents

Marije van Braak

Erasmus Medical Centre, Rotterdam, the Netherlands

Mike Huiskes

Rijksuniversiteit Groningen, the Netherlands

Mario Veen

Erasmus Medical Centre, Rotterdam, the Netherlands

Tom Koole

Rijksuniversiteit Groningen, the Netherlands

Conversation analysis of collaborative reflection by GP residents shows that first teacher contributions are pivotal: they change the participation frame, restore turn-taking after telling activities, and spotlight a topic for discussion. Raising teachers’ awareness of interactional consequences of first moves will help teachers to tailor their moves to institutional tasks. 

4:50 – 5:15

Work Ethics as a Resource for Ending Breaks at the Workplace

Maarit Siromaa

Pauliina Siitonen

University of Oulu, Finland

We examine Finnish break closings as a transition from break-taking activity to work and show that the participants may utilize two linguistic practices in such closings, namely 1) breathy transition markers such as 'joo' or 'jaa' and 2) the accounts ending the break on a plea for work ethics. 

5:20 – 5:45

Cheese Matters: Negotiating Taste, Distinction, and Alignment in Online Newspaper Comments

Alla Tovares

Howard University

Through the analysis of online newspaper comments posted in reaction to an article discussing “real” vs. “fake” Parmesan, this study contributes to our understanding of how class-linked distinction, masked as “good taste” is (re)constructed in online commentary about cheese and how alignment is achieved through negative evaluative stances. 

5:45 – 6:45

Reception (GDH 177)

8:30 - 8:55

Quoting Media and Reinforcing Heteronormativity in Everyday Conversation among Millennial Friends

Sylvia Sierra

Syracuse University

Integrating discursive studies on sexuality and gender, theories of intertextuality in everyday conversation, and media studies, this study analyzes humorous intertextual references to media portraying ideologies of sexuality and gender by a group of millennial friends, showing how media references reinforce heteronormativity in their talk.

9:00 – 9:25

Journalists versus President Trump? Positioning in the Trump/Media Conflict

Nicole Tanquary

Syracuse University

This study utilizes positioning theory (with its interrelated stances and [dis]alignments between conversation participants) and applies it to interactions between President Trump and members of the press. It challenges simplistic “Journalists versus Trump” assessments and illustrates the complexities journalists face when working with (or against) Trump’s comments regarding media “hostility.”  

9:30 – 9:55

Interacting with Whiteness: Constructing and Resisting Stereotypes of Whiteness in Interaction

Hayden Blain

Chloé Diskin

Tim McNamara

University of Melbourne

In this paper we draw on conversation analysis (CA) and subjectivity theory to analyse a single case where co-participants navigate the incitement of a discourse of whiteness. We argue that the participants interactionally co-achieve a reconstitution of this discourse, with implications that talk-in-interaction is a key site for producing subjectivities.

9:55 – 10:10

Coffee/Tea Break (GDH 177)

10:10 – 10:35

"I'm Asking You a Very Direct Question": Using Metalinguistic Commentary to Resist Transformative Responses

Marissa Caldwell

Joshua Raclaw

West Chester University

Using conversation analysis, this paper examines how Senators resist transformative responses (Stivers & Hayashi, 2010) during U.S. Senate confirmation hearings. In particular, we examine how Senators use four types of metalinguistic commentary to explicitly orient to the inadequacy of the recipient’s response and pursue another. 

10:40 – 11:05

Talking in the Present: A Way to Resist Questions During Congressional Hearings

Mary Kim

University of Hawaii at Manoa

An examination of seven Korean congressional hearings shows that one of the routine practices deployed by the witnesses is to transform questions by shifting the time frame. When legislators ask about possibly improper past actions, the witnesses often respond using the present tense, which allows them to evade the question without refusing to answer it. 

11:10 – 12:10

Invited Lecture

Journalistic Questioning and Sociocultural Change:  The Case of Marriage Equality in the U.S.

Steven Clayman

UCLA

12:10 – 2:10

Lunch in the Neighborhood 

2:10 – 2:35 

Epistemics or Alignment? A Conversation Analytic Study on Lie Witness News 

Yingliang He

Tianfang Wang

Pennsylvania State University

This study, through addressing the importance of epistemic relations in conversation, casts doubt on the omnirelevance of epistemics proposed by Heritage (2012a, b), and considers alignment as an alternative explanation. Data include 30 episodes of Lie Witness News where participants claim knowledge on non-existent subjects.

2:40 – 3:05

“But You are Talking Inglese Papà”: Doing Language Ideologies in Transnational Family Interactions

Kinga Kozminska

Zhu Hua

Birkbeck, University of London

This talk investigates interactions within a multilingual family video-recorded as part of a larger project on family language policy and practice. By comparing flexibility of language choices in different everyday activity types, we discuss how language ideologies are talked into being and its implications for children’s multiple language development. 

3:10 – 3:35  

Skepticism in Talk-in-Interaction: An Analysis of Disbelief Sequences

Ariel Vázquez Carranza

Universidad de Guadalajara

The presentation examines a particular type of informing sequence where the new information is received with a disbelief turn, indexing some sort of skepticism. The analysis shows how the disbeliever’s knowledge about the matter at hand relates to the degree of disbelief expressed in his or her disbelief turn design; that is, it shows the relationship between turn design, epistemics and skepticism.

3:35 – 3:50

Coffee/Tea Break (GDH 177) 

3:50 – 4:15

Moving out of View: The Practice of Temporary Leavings in Family Video-Mediated Communication

Yumei Gan

The Chinese University of Hong Kong

Darcey Searles

Northeastern University

This paper examines the practice of temporary leavings in family video calls. We show that temporary leavings can contribute to ongoing communication in three main ways: showing objects, complying with remote requests, and attempting to create focal conversation opportunities for others. 

4:20 – 4:45

On the Multimodal Resolution of a Search Sequence in Virtual Reality

Nils Klowait

Maria Erofeeva

Moscow School of Social and Economic Sciences

Using multimodal analysis, we analyze a search sequence unfolding between two interactants in virtual reality. Since neither has a microphone, the exit from an outwardly ambiguous sequence has to be achieved voicelessly. We show how disambiguation is gracefully achieved and discuss the applicability of multimodal analysis to VR-based interaction.

4:50 – 5:15

Investigating Collaborative Peer Interactions among Preschoolers Using a Literacy iPad App: Challenges for Discourse Analysis

Iva Li

Lancaster University

This ethnographic case study investigates the collaborative social interactions among peers, as well as exploring how children may apply literacy information acquired from iPad activity to the preschool classroom. The data samples demonstrate development of collaborative literacy practices and cognitive skills and an increase of productive exploratory behaviors.

5:20 – 5:45

Category Attribution during Police Encounters: How Officers Assess Mental Health-Related Phenomena

Andre Buscariolli

UC-Santa Barbara

Drawing from a conversation analytical approach, this paper analyzes police dashcam videos aiming to a) identify the interactional mechanisms through which officers assess civilian's cognitive capacities during police encounters; and b) discuss the implication of a “mentally ill” social category for the ongoing interaction.

5:45-6:00

Closing

8:00 – 8:30

Registration and Welcome to the Conference

8:30 – 8:55

DUE TO EXTREME WEATHER CONDITION, THIS TALK HAS BEEN MOVED TO SATURDAY 10/13 5:20-5:45PM

Narrative Dimensions and Turn-taking in a Facebook Group Message: The Visual-Spatial Aspects of Online Storytelling

Dominika Baran

Duke University

This paper explores ways in which new media interactive platforms structure storytelling and conversational collaboration, based on data from a Facebook private group message. I argue that the spatial aspects of the interaction influence the narrative dimensions (Ochs & Capps 2001) and turn-taking in the participants’ co-told narratives.

9:00 – 9:25

Invisible and Ubiquitous: Translinguistic Practices in Online Discussions on Linguistic Purism

Rayoung Song

University of Massachusetts Amherst

This study investigates the ordinariness of translinguistic practices. I analyzed blog posts and comments of Korean bloggers using discourse analysis. The findings reveal that the bloggers seamlessly engaged in translinguistic practices drawing upon multiple registers and semiotic resources while they expressed their disagreement on mixing Korean and English.

9:30 – 9:55

Negotiating Femininities with Internet Meme References in Everyday Conversation among Millennial Friends

Sylvia Sierra

Syracuse University

This study integrates intertextuality with media stereotypes, Internet memes, and discourses of femininities to analyze humorous intertextual references to Internet memes which comment on gendered ideologies in the talk of a group of Millennial friends in their mid-twenties, showing how they use meme references to negotiate gendered identities in their interactions.

9:55 – 10:10

Coffee/Tea Break (GDH 177)

10:10 – 10:35

How Do University Police Dispatchers Call 911? Intertextual Strategies in Negotiating Comembership, Frame Alignment, and Interactional Difficulty

Mark Visonà

Georgetown University

I examine how university police dispatchers call 911 in a micro-analysis of 8 emergency calls to demonstrate that police recycle, reframe, and rekey situations as emergencies. A comparison to 3 layperson calls shows that dispatchers prioritize an emergency’s location while displaying their social similarity or “comembership” with other police dispatchers.

10:40 – 11:05

Pinning Down Proteus: Constructing Categories in Grassroots Activism

Sarah Chepkirui Creider

New York University

Catherine DiFelice Box

University of Pennsylvania

This longitudinal study of rural activists asks how participants "talk into being" (Heritage, 1984) allies and adversaries in a shifting political landscape. Based on ethnomethodological principles, the study uses a variety of data sources, including video-recorded meetings, meeting notes taken by a group member, and letters to the editor.

11:10 – 12:10

Invited Lecture

Modes of En’gaze’ment and Analytic Accountability in Discourse and Interaction Studies

Srikant Sarangi

Cardiff University

12:10 – 2:10

Lunch in the Neighborhood

2:10 – 2:35

Resisting Collaborative Turn Completion

Yuanheng Arthur Wang

Teachers College, Columbia University

Using CA, this study identifies how one interlocutor deploys different practices to resist another interlocutor’s attempted collaborative turn completion, a relatively under-explored area of research in the broader field of CA. Specific practices include: 1) bypassing; 2) implicit substitution; and 3) re-do preceded by incipient acceptance. Relevant implications are discussed.

2:40 – 3:05

When to Say "What?": Selecting and Timing 'Open' Class or Category-Constrained Other-Initiations

Julia Mertens

Saul Albert

Jan Peter de Ruiter

Tufts University

Analyses found that wh-question other-initiations of repair occur earlier in the transition space than open-class other-initiations. However, this pattern does not hold when examining wh-question other-initiations with a repairable at the end of the trouble source turn. We show how the timing and selection of repair-initiators responds to sequential pressures.

3:10 – 3:35

‘Wait’-Prefaced Repair in English Talk-in-Interaction

Innhwa Park

Joshua Raclaw

West Chester University

Using CA, this study examines ‘wait’-prefaced repair initiations. Such repair initiations are one practice by which participants routinely deal with trouble further beyond “after next turn” (cf. Schegloff, 1992) by retrospectively identifying trouble sources preceding the immediately prior turn, and mark the delayed and disjunctive nature of the repair initiation.

3:35 – 3:50

Coffee/Tea Break (GDH 177)

3:50 – 4:15

Interactional Usage-Based L2 Pragmatics: From Form-Meaning Pairings to Construction-Action Relations

Soren Wind Eskildsen

University of Southern Denmark

Gabriele Kasper

University of Hawai'i at Manoa

Drawing on usage-based linguistics and conversation analysis, we investigate L2 learning in terms of how linguistic expressions are coupled with social action in situ and over time. This leads to an empirically derived conceptualization of the emergent L2 as primarily driven by the ascribing of social actions to linguistic resources.

4:20 – 4:45

Displaying versus Assessing L2 Interactional Competence

Erica Sandlund

Karlstad University

Pia Sundqvist

University of Oslo

Our presentation reports on a study of collaborative L2 English oral proficiency assessment as situated interaction, focusing on learner conduct that raters treat as salient to L2 interactional competence when assessing a paired L2 interaction test. Findings have implications for rater training and for the specification of rubrics for interaction.

4:50 – 5:15

Management of Knowledge and Face in the Mini-Mental State Exam: Bringing Lived Experiences into Triadic Testing Interactions

Didem Ikizoglu

Heidi Hamilton

Georgetown University

Interactional sociolinguistic analysis of physician-dementia patient-companion triads during 17 cognitive testing sessions revealed that companions introduced patients’ lived experiences into the exam discourse, 1) contextualizing abstract questions by reminding patients of domains over which they had epistemic primacy and 2) accounting for problematic test performances by providing contrasts with patients’ at-home behaviors.

5:20 – 5:45

Constructing Medication Nonadherence: Patients' Practices for Balancing Agency and Accountability During In-depth Pharmacy Counseling

Paul Denvir

Albany College of Pharmacy & Health Sciences

Medication nonadherence leads to undesirable health outcomes for patients and economic challenges for the healthcare system. As medication experts, pharmacists are well-positioned to address adherence with patients, but communication on this topic can engender a range of medico-moral concerns and ambiguities about authority in medication behavior.

5:45 – 6:45

Reception (GDH 177)

8:30 - 8:55

Learning English as a Second Language in Puerto Rico: Exploring the Role of the Link Between Language and Identity

Sara Castro

María Inés Castro

University of Puerto Rico at Río Piedras

This ethnographic study explores Puerto Rican students’ English language ideologies and the role they play in their English learning process. It reveals that although a positive value is ascribed to English in general, English is revalued in the school context, which might affect some students’ commitment to learning the language.

9:00 – 9:25

Animating Reader Experiences in Writing Center Talk: Beyond Reported Thought as Critical and Negative Assessment

Mike Haen

University of Wisconsin-Madison

Drawing on CA, this study extends recent findings about reported thought as an interactional resource in one-to-one writing instruction (Park, 2018), by demonstrating how tutors do more than convey criticism with it. Reported thought is also a resource for (1) praising writers’ work and (2) formulating benefit-based accounts for advice.

9:30 – 9:55

Third Turn Laughter: Managing Delayed and Disaligning Responses

Stephen Looney

Elvin He

Pennsylvania State University

This paper takes a CA approach to investigate laughter in initiation-response-follow-up (IRF) sequences. In IRFs, laughter frequently arises during follow-up turns after delayed or disaligning response turns. We argue that laughter, while an often-overlooked component of embodied instructional repertoires, is a flexible and multivocalic resource for managing instructional contingencies.

9:55 – 10:10

Coffee/Tea Break (GDH 177)

10:10 – 10:35

Gratitude in Recruitment Sequences

Song Hee Park

Kaicheng Zhan

Wan Wei

Darcey Searles

Jonathan Potter

Lisa Mikesell

Jennifer Mandelbaum

Alexa Hepburn

Galina Bolden

Rutgers University

The paper examines expressions of gratitude in American English, such as thank you, used in response to the fulfilment of requests and offers. We show that expressions of gratitude for assistance are timed relative to the delivery, calibrated relative to the imposition, or service provided, and may do different work if they are produced early or late.

10:40 – 11:05

Integrating Smartphones into Family Dinner Conversations

Katie E. Bradford

Matthew Bruce Ingram

The University of Texas at Austin

This paper uses conversation analysis to examine family dinner conversations in which smartphone use occurs in ongoing interactions. We draw upon a collection of video-recorded family dinner interactions. Findings reveal strategies participants have developed to maintain sociality and keep the conversation progressing despite the technological interruption to the ongoing talk.

11:10 – 12:10

Invited Lecture

On ‘filthy looks’ and skeptical looks: facial expression, visibility, and action

Rebecca Clift

University of Essex

12:10 – 2:10

Lunch in the Neighborhood

2:10 – 2:35 

Complaint Sequences in a Mexican Fruit and Vegetable Shop

Ariel Vázquez Carranza

University of Guadalajara

The presentation explores complaint sequences in a Mexican fruit and vegetable shop. In general, the analysis focuses on the position and composition of complaints launched by clients and the responses that sellers deliver to the complaint turn. In particular, it examines the interactional strategies sellers implement to deal with complaints.

2:40 – 3:05

Complaining as Reflective Practice in Teacher-Mentor Post-Observation Meetings

Santoi Wagner

Kristina Lewis

University of Pennsylvania

This study focuses on complaints during post-observation meetings between a student teacher and her mentor. How complaints are constructed, developed, and managed serves institutional-relevant goals: to seek validation of the legitimacy of complainables, to express beliefs about teaching and learning, and to defend one’s competence as a developing teacher.

3:10 – 3:35  

Intricacies of Being Negative: Negative Response Particles in Turkish

Didar Akar

Leyla Marti

Bogaziçi University

This study examines the usage of two negative response particles in Turkish, ‘yo(k)’ and ‘hayır’. While ‘hayır’ is limited to disagreements or dispreferred responses, ‘yok’ has a wider usage pattern in agreement, alignment and repair situations. ‘Hayır’ seems to have the potential to discontinue a topic; ‘yok’ usually prefaces clarification or correction sequences.

3:35 – 3:50

Coffee/Tea Break (GDH 177)

3:50 – 4:15

Interpersonal Touch and the Achievement of Shared Understanding in English Conversation

Joshua Raclaw

Amanda Berger

Caroline Fritz

Samantha Mineroff

West Chester University

In this study, we use conversation analysis to examine the use of interpersonal touch as a resource for displaying shared understanding and inviting shared laughter between participants, particularly during moments of humor.

4:20 – 4:45

Developing Student-Teacher Elicitation Sequences Over Time: A Conversation Analytic Intervention

Lauren Carpenter

Teachers College, Columbia University

The study employs conversation analysis to develop a TESOL K-12 student-teacher (ST) in a public school. Upon collaborative analysis of video-recorded data, the researcher/supervisor and ST targeted issues of alignment between ST’s elicitations and students’ interactional agendas and language levels. Subsequently, they explored ways to improve her elicitation delivery. 

4:50 – 5:15

Mediated Spatial Presence: Interacting with a Telepresence Robot in a Healthcare Setting

Brian Due

University of Copenhagen

This paper reports on findings from a nursing home, where a doctor is virtually present through a telepresence robot. The paper shows how machine-"head" and -"gaze" direction is accomplished, how machine-"mobility" is accomplished and how social interaction through talk is sequentially fitted to the specific affordances of the robot.

5:20 – 5:45

Narrative Dimensions and Turn-taking in a Facebook Group Message: The Visual-Spatial Aspects of Online Storytelling

Dominika Baran

Duke University

This paper explores ways in which new media interactive platforms structure storytelling and conversational collaboration, based on data from a Facebook private group message. I argue that the spatial aspects of the interaction influence the narrative dimensions (Ochs & Capps 2001) and turn-taking in the participants’ co-told narratives.

5:45-6:00

Closing

8:00 – 8:30

Registration and Welcome to the Conference

8:30 – 8:55

Using Discursive Psychology to Unearth the Development of Preservice Teachers’ Critical Language Awareness in Written Self-reflections

Lijuan (Rachel) Shi

Kellie Rolstad

University of Maryland

Drawing from discursive psychology, this study explores how preservice teachers’ critical language awareness developed as different discourse practices were constructed in the teachers’ written reflections. The results offer critical insight for teacher educators to help preservice teachers develop written self-reflections, critical thinking, and academic praxis.

9:00 – 9:25

Interpreters’ Stance in Chinese Political Press Conferences: Translating the Institutional We

Ruey-Ying Liu

University of California, Los Angeles

Focusing on the case of China, this study examines the stance that interpreters take in international, dual-lingual political press conferences by analyzing how they translate the institutional we. Interpreters’ institutional identity becomes manifest as they deploy different strategies when translating politicians’ and journalists’ uses of we.

9:30 – 9:55

“Sorry (to Interrupt)”: Apology and Turn-taking During
Workplace Meeting Interactions

Innhwa Park

Margo Duey

West Chester University

Using CA, this study analyzes how the participants use explicit apology (e.g., “I’m sorry”; “I’m sorry to interrupt”) for turn-taking during multi-party workplace meetings. The explicit apology acknowledges that a (possible) offense (i.e., interruption) has occurred, while indicating that the self-selected current speaker will keep the turn.

9:55 – 10:10

Coffee/Tea Break (GDH 177)

10:10 – 10:35

Alignment in Police Traffic Stops: The Omnirelevance of Prebeginnings

Mardi Kidwell

University of New Hampshire

The prebeginning phase of police traffic stops, unlike that of many other sorts of encounters, is potentially available to both parties to the interaction, officer and citizen alike. This paper examines the reason for the encounter as an important site of alignment that connects prebeginning activities to ratified interaction. Getting citizens on board with the business of what is essentially a coercive encounter is important police work, especially in the early moments of interaction, but later in the interaction as well.

10:40 – 11:05

Subversive Completions in Interaction

Alexa Hepburn

Galina Bolden

Jonathan Potter

Rutgers University

This paper illustrates the practice of “subversive completions,” whereby Speaker B produces a grammatically fitted completion of Speaker A’s unfolding turn, subverting both its projectable action and the ongoing sequence. We discuss how this practice advances a competing agenda under the guise of collaborating with A’s word search.

11:10 – 12:10

Invited Lecture

 Constructing Apologies: On the Reflexive Relationships Between Apologies and (Virtual) Offenses

John Heritage

University of California, Los Angeles

12:10 – 2:10

Lunch in the Neighborhood

2:10 – 2:35

A White Shirt, Blue Shirt, Yellow Shirt, and Two Jeans: Analyzing How Second Graders Solve a Math Problem, and Making a Case for Hybridizing Discourse Analysis Tools

Zoe Fine

University of South Florida

Victoria Krupnik

Kara Teehan

Rutgers University

In this study, we not only analyze how three second-grade students solve a math problem, but also build a case for scholars to use hybridized discourse analysis tools in investigations of how learning, and especially learning math, happens through social (inter)action.

2:40 – 3:05

Respecifying Mathematical Competence through a
Discursive Psychological Lens

Suraj Uttamchandani

Kylie Peppler

Indiana University

This study uses discursive psychology and conversation analysis to respecify mathematical in(competence) as jointly achieved in talk. We draw upon interviews with women crafters (e.g., those who sew, knit, crochet). Findings reveal how speakers lexically and paralinguistically position themselves as against an unstated “bad-at-math” narrative.

3:10 – 3:35

Navigating Epistemic Asymmetries in the Formulation of
Place Reference in Kula

Nicholas Williams

University of Colorado, Boulder

This paper argues that epistemic asymmetry, among other interactional principles, plays a role in the formulation of reference to place in Kula (Indonesia) conversation. It addresses the ongoing debate on epistemics in CA, contributes to a theory of reference in conversation, and works to distinguish language-specific from general interactional principles.

3:35 – 3:50

Coffee/Tea Break (GDH 177)

3:50 – 4:15

Transglossic Practices of Young Adults in the Peripheral Contexts of Asia

Sender Dovchin

The University of Aizu, Japan

Based on a transglossic discourse analysis framework, this paper examines casual conversation amongst young adults in the peripheral contexts of Asia from Mongolia and Japan. The study shows how young Mongolians are able to roam widely in their use and take-up of a variety of cultural and linguistic resources in their daily linguistic practices.

4:20 – 4:45

Development of L2 Interactional Competence: A Twice-Told Story

Piibi-Kai Kivik

Indiana University

This paper analyzes conversational telling of the same story by a foreign language learner at two times nine months apart. The development of interactional competence is located in the methods of (co)constructing the narrative in the social context, none of which had been explicitly targeted by instruction.

4:50 – 5:15

Embedded Footing: An Exploration of a Korean Livestream of Cats Eating

Hanwool Choe

Georgetown University

Building on Goffman’s (1974, 1981) concepts of footing, lamination, and frames, and Gordon’s (2009) notion of embedded frames, I examine how footings are laminated, or embedded, in the online context of cats mukbang, a Korean livestream where people watch stray cats eating while communicating to each other via live chat.

5:20 – 5:45

Language, Embodiment, and Participation Framework in a
Presidential Meeting

Joshua Raclaw

West Chester University

Rich Sandoval

Metropolitan State University of Denver

This paper provides a conversation analytic perspective on presidential meeting interaction. We examine how Donald Trump coordinates language, bodily resources, local objects, and the multi-party embodied participation framework to manage topics of conversation, allowing him to promote his own political viewpoints while displaying (dis)affiliation with other meeting participants.

5:45 – 6:45

Reception (GDH 177)

9:00 – 9:25

"The Question Really Is": Question Evaluation and Other-Initiated Other-Repair of Topic in the 2015-2016 Republican Presidential Debates

John Locke

University of Pennsylvania

This presentation investigates two features of presidential candidates' production of dispreferred second-pair parts in response to questions from debate moderators. Candidates use evaluation of first-pair parts to mitigate dispreference, and explicit identification of what "the question is" to initiate repair of topic perception.

9:30 – 9:55

Childhood Vaccination as a No Brainer Issue: A Conversation Analysis of Consultations with Parents of Newborns in the Netherlands

Hedwig te Molder

Robert Prettner

Wageningen University, The Netherlands

This paper outlines a dominant practice used in Dutch consultations on vaccination of newborns, namely portraying the decision as a “no-brainer issue.” While parents initially align with the recommendation, they postpone its acceptance and stress their epistemic authority in reaching decisions. Its implication for fueling distrust in vaccination policies is discussed.

10:00 – 10:25

Who the Camera Is: Orientations to Camera as Members’ Methods of
Local Action

Edward Reynolds

The University of New Hampshire

This collection of orientations to recording devices highlights how relationships with researchers may be enacted through an orientation to being recorded. I highlight a small collection of cases where a variation of “are you getting this” is used to recast recipiency of some prior action as now relevant for Edward, their teammate.

10:25 – 10:40

Coffee/Tea Break (GDH 177)

10:40 – 11:05

CA and Its Heresies

Douglas Macbeth

Ohio State University

Jean Wong

The College of New Jersey

Our title refers to two heretical moments for conversation analysis. The first was the discovery of conversation as the primordial site of language use. The second is found in contemporary calls for “heretical” innovations in CA’s program. We discuss three such proposals, and pursue one through an analysis of transcript.

11:10 – 11:35

The Hold and Retraction of Teachers' Artifact-Oriented Pointing and Writing Gestures

Kirby Chazal

Boston University

This study examines how teachers' pointing and writing gestures invoke the relevance of pedagogical artifacts (e.g., chalkboards) and contribute to teacher-initiated response pursuits. The analyses indicate that the gestures constitute resources available to teachers for allocating turns to students, eliciting their production of pedagogically-relevant forms and assessing student responses.

11:40 – 12:40

Invited Lecture

 Indexicality, Intersubjectivity, and Bodily Action

Jürgen Streeck

University of Texas, Austin

12:40 – 2:40

Lunch in the Neighborhood

2:40 – 3:05

Prosody and Epistemic Stance: Wo Juede (I Think) in Mandarin Conversation

Wei Wang

University of California, Los Angeles

This paper first identifies a discourse function of wo juede in Mandarin Chinese, which is generally believed to be an epistemic marker. Then, it proceeds to examine the prosodic features, including duration, pitch range, and stress, to see the correlation between prosody and different functions of wo juede in conversation.

3:10 – 3:35  

Standardized Patient Evaluations in Medical Education:
Institutional Metrics and "Best Communication Practices"

Grace Peters

Mariaelena Bartesaghi

University of South Florida

Using discourse analysis, this paper examines a 23-point evaluation form completed by standardized patients following simulated encounters with medical students at a large Southeastern university in the United States. We argue the questionnaire constitutes institutional “best practices” yet is bound by transactional and cognitive constructions of communication, which further bolsters the institutional dictum of the metric and works against the requested subjective experiences of standardized patients.

3:35 – 3:50

Coffee/Tea Break (GDH 177)

3:50 – 4:15

Silence and Emotion on a Peer Support Warmline

Chris Pudlinski

Central Connecticut State University

Using CA, over 1,050 silences (of a second or more) were found across 57 phone calls recorded at four different mental health warmlines in the United States. Silences often occur in typical sequential environments; however, this study focuses upon the role of silence in emotion-laden talk.

4:20 – 4:45

Coming into Interactional Relevance: The Unfolding Distress Episodes of Autistic Adults

Rachel Chen

University of California, Berkeley

The study of emotion as isolated within the individual has constrained research enterprise into viewing emotion as static, and distress displays by autistic individuals as symptomatic and sensorial-based. This paper aims to illustrate how distress episodes of autistic individuals are contextually-situated and interactionally-organized, and offers a renewed understanding of emotional displays as temporally unfolding, functional processes.

4:50 – 5:15

Assessments in the Service of Rhythmical Closings

Saul Albert

Tufts University

This paper explores how success, failure and mutual accountability is managed in talk and bodily interactions between novice dance partners. It focuses on the phenomenon of closing-implicative assessments and their relationship to rhythmical synchrony in organizing and evaluating new, unfamiliar mutual bodily movements.

5:15 – 5:30

Closing

8:00 – 8:30

Registration and Welcome to the Conference

8:30 – 8:55

Stylizing L2 and Performing Masculinities: An Immigrant Adolescent Boy’s Identity Negotiation and Language Learning in One ESL Classroom

Kongji Qin

New York University

Using interactional sociolinguistics and poststructuralist discourse analysis to analyze one immigrant boy’s stylized use of L2 in the ESL classroom, I illustrate his masculinity performance was intertwined with language learning. However, his discursive identity performance, conflicting with his teacher’s instructional goal of socializing students into being “good learners,” complicated his learner identity.

9:00 – 9:25

The Systematic Role of Unsolicited Teacher Talk in Small-Group Activities

Drew Fagan

University of Maryland, College Park

While learner interaction in small-group activities is well-documented, minimal research has investigated teacher interaction. Utilizing a conversation analytic lens, this paper examines one ESOL teacher’s unsolicited talk in these activities by specifically marking the sequential environments in which teacher self-selected turns emerge, their construction, and their influences on activity progression.

9:30 – 9:55

Translanguaging, Code-Switching, or Just Doing ESL Teaching? Teachers’ “Translation” Turns in Response to Learner Questions in a Multilingual ESL Classroom

Erica Sandlund

Pia Sundqvist

Karlstad University

With an interest in the pedagogical and interactional implications of ESL teachers’ language selections in task-based classroom interaction, we analyze teachers’ responses to student-initiated questions and the orientations to the local context displayed in such language choices. The study is based on recordings from a multilingual ESL classroom in Sweden.

9:55 – 10:10

Coffee/Tea Break (GDH 177)

10:10 – 10:35

Clients’ Requests for Medication Changes in Psychiatry

Galina Bolden

Beth Angell

Alexa Hepburn

Rutgers University

We examine the negotiation of treatment decisions in consultations between a psychiatrist and their clients with severe mental illnesses (schizophrenia, bipolar disorders, etc.). Using CA, we analyze how clients request changes in their medication regimen, e.g., requests to eliminate or lower dosages of psychotropic medications.

10:40 – 11:05

Laughter and the Navigation of Score Challenges in Peer Review Meetings

Joshua Raclaw

West Chester University

Cecilia Ford

Elizabeth Pier

University of Wisconsin-Madison

Using CA, we examine how participants in grant review meetings challenge scores that other reviewers have assigned. We focus on the organization of shared laughter in response to challenges and the potential for laughter to not only manage episodes of disagreement, but to also motivate score change.

11:10 – 12:10

Invited Lecture

Enacting Connection: An Emerging Collection

Cecilia Ford

University of Wisconsin-Madison

12:10 – 2:10

Lunch in the Neighborhood

2:10 – 2:35

Physical Abuse and the Discursive Construction of Morality

Kristen Lindblom

University of California, Los Angeles

This study investigates the discursive construction and negotiation of moral accountability in the context of physical abuse among recovering heroin addicts. Using discourse and conversation analytic methods, this research illustrates the on-going management of self-representation with an orientation towards the constant goal of building oneself as a moral and rational actor.

2:40 – 3:05

Knowing More or Less? The Problematic Distinction between Epistemic Status and Epistemic Stance

Michael Lynch

Cornell University

This paper critically re-examines transcribed conversations used for documenting a recent and highly influential treatment of the role of “epistemics” in the organization of conversational interaction. The focus is on the application of a distinction between “epistemic stance” and “epistemic status” in analyses of fragments of recorded conversation.

3:10 – 3:35

Assessment Sequences in Epistemic CA

Doug Macbeth

Ohio State University

Jean Wong

The College of New Jersey

This paper examines the play of “assessments” in the Epistemic CA literature for its continuities and innovations. We find continuities in the general orientation to adjacently paired turns, but striking departures in the re-assignment of the objects of upgraded and downgraded assessments to the speaker’s epistemic entitlement to produce them.

3:35 – 3:50

Coffee/Tea Break (GDH 177)

3:50 – 4:15

Knowledge and Recognitional Reference in Professional Colloquy

Jonas Ivarsson

University of Gothenburg

This paper targets matters of knowledge in professional colloquy by focusing on the deployment of recognitional reference in design work. Different reference forms are used as an entry point into what is treated as shared or not shared between interacting parties. Data comes from recordings of architectural design meetings.

4:20 – 4:45

Speakers’ Responsive Behavior in L2 Conversation

Carmen Taleghani-Nikazm

Ohio State University

The paper demonstrates how German L2 speakers’ response turns to wh- questions contain the acknowledgement token ja (yes) in the initial position, even though the question does not elicit a yes/no answer. The analysis suggests that the token ja (yes) in turn-initial position functions as a discourse marker rather than an acknowledgement token.

4:50 – 5:15

Incorporating Learner Interests into the Classroom: A Local Accomplishment

Nadja Tadic

Teachers College, Columbia University

5:20 – 5:45

The Character of Disputing and Resuming Play in Pickup Basketball

Michael DeLand

Yale University

This paper analyzes video data of a rule dispute during a pickup basketball game. It draws on conversation analytic techniques and immersive participant observation ethnography. I show how enduring characterological and interpersonal stakes are reflected in and shape the local sequential environment in which players collectively resume play.

5:45 – 6:45

Reception (GDH 177)

8:30 – 8:55

Student Bodies as Accountable Signs in Activity-Bound Spatiotemporal Frames in a U.S. Classroom

Adrienne Isaac

Georgetown University

This paper explores the socialization of work-time behavior through two activity-bound spatiotemporal frames centered around an elementary school teacher’s monitoring of students’ displays of engagement in classwork at their workgroups. This research merges the notions of activities and frames with participants’ reflexive coordination of action within and across space and time.

9:00 – 9:25

Social Interactions and Language Courses for Specific Purposes: Data-Based Instruction for Spanish for Medical Professions

Victoria Abad Rabat

Luziris Pineda Turi

Center for Languages and Intercultural Communication, Rice University

The teaching of language courses for specific purposes can benefit from the use of naturally-occurring data in the teaching of interactional competence through guided language analysis. This pedagogical tool gives students access to data that is more closely related to the type of social interactions they will ultimately have to participate in within their field of choice.

9:30 – 9:55

Interventionist Conversation Analysis in Aviation: Improving Instructor Talk and Student Radio Skills

William Tuccio

National Transportation Safety Board

Maurice Nevile

University of Southern Denmark

Joining interest in interventionist CA, recordings of people learning to fly are analyzed with the ultimate aim to improve flight instructor effectiveness, and build an interactive radio communications trainer for student pilots. The study uses the Conversation Analytic Role-play Method (CARM) (Stokoe, 2011) to create training interventions.

9:55 – 10:10

Coffee Break

10:10 – 10:35

“Students of Concern”: Enregistering Crisis on College Campuses

Mariaelena Bartesaghi

Zoe Fine

Grace Peters

University of South Florida

I employ a diverse set of written discourse data to analyze how the phrase “students of concern” works intertextually and interdiscursively as an institutional register of crisis. “Concern” mobilizes a dynamic of flagging students on academic campuses for surveillance and intervention, rationalizing it in terms of academic success, and rational benevolence.

10:40 – 11:05

Personalizing the Help-Seeking Experience: Call Openings with “Regular” Callers on a Crisis Help Line

Stephen DiDomenico

State University of New York, Plattsburgh

Using conversation analysis, we examine how callers to a crisis help line present themselves as “regulars” in call openings. We focus on how the organization of call openings embody more personal institutional relationships between callers and call takers and the relational aspects of this typically anonymous mental health institution.

11:10 – 11:35

Collaborative Turn Building and Categorization Work for a “Report” in Augmented Reality (AR) Games

John Hellermann

Steve Thorne

Portland State University

Conversation analysis methods from video-recorded interactions are used to illustrate sequential and membership categorization practices participants use to co-construct a hybrid genre of spoken text in an underspecified augmented reality game activity.

11:40 – 12:40

Invited Lecture

 Accomplishing "Socialization" in Family Mealtimes: From Asking to Admonishing

Alexa Hepburn

Rutgers University

12:40 – 2:15

Lunch in the Neighborhood

2:15 – 2:40

Verbal and Bodily-Visual Practices of Displaying Solidarity and Colleague Support in the Staff Break Room

Maarit Siromaa

Marika Helisten

University of Oulu

This study examines recurrent situated verbal and bodily-visual practices (e.g., collaborative departures, resonating tellings) as central elements in building colleague support and solidarity in the staff break room. Such multimodal practices facilitate synchronized collaborative achievements and shared experiences at the interface of work and leisure.

2:45 – 3:10

Private Speech and Co-Construction of a Story in Bilingual Children’s Peer Talk

Younhee Kim

National Institute of Education, Nanyang Technological University

The study examines two Korean-English bilingual children’s interaction in a play group collected over a one-year period. The data shows how the two children, engaged in a pretend play, traverse between private speech and conversation, whereby they build a collaborative story.

3:15 – 3:40

Second Language Conversation in the Homestay: Managing “Expert” Candidate Solutions to Learner-Initiated Word Searches

Christopher Van Booven

New York University

This paper examines ordinary conversations between a Spanish language learner and her Spanish-proficient host mother. Analyses focus on the sequential trajectories of learner-initiated word searches in which the host mother supplies an ill-fitting candidate solution for the searched-for word. During such sequences, participants often observably orient to differential language expertise.

3:40 – 3:55

Coffee/Tea Break (GDH 177)

3:55 – 4:20

Collaborative Identification by Coaches and Athletes in Nordic Ski Technique Analysis

Edward Reynolds

University of New Hampshire

Raleigh Goessling

In this paper we investigate the way in which athletes align with coaches’ feedback, showing how athletes participate in their own instruction. Drawing on data of coaching feedback in Nordic ski training, we illustrate athletes’ responses to coaching actions in low participation, co-participating, and high participation styles.

4:25 – 4:50

Stance and Affect in the Organization of Basketball Coaching Corrections

Bryn Evans

Auckland University of Technology

Correction activities in basketball training sessions are designed to shape players’ conduct on the court. At times, coaches produce corrections that are also hearable as rebukes or complaints. This study explores affective displays in correction sequences, showing how coaches display their stances toward triggering events and thereby attend to institutional tasks and local moral order.

4:55 – 5:20

Which Interactional Features May Be Identified as Indicators of Achieved Mutual Trust?

Mie Femø Nielsen

University of Copenhagen

Mutual trust is an interactional achievement. This paper explores micro-level methods to build trust while interacting. We claim that smoothly and rapidly progressing interaction may indicate high mutual trust, while glitches and interactional cautiousness may indicate less trust. Different conversation analytic methods are applied to data collected at international companies.

5:20 – 5:25

Closing