2nd Meeting (2012)

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The Language and Social Interaction Working Group (LANSI)


The 2nd Meeting of the Language and Social Interaction Working Group (LANSI)

(All presentations take place in Grace Dodge Hall 179)


Friday, September 28, 2012

8:00 - 8:30

Registration and Welcome to the Conference

8:30 - 8:55

Physical Connectedness, Emotional Togetherness, and Collaboration:

The Less Apparent Facet of Family Media Use

Elisa Pigeron

BMCC, City University of New York

This paper attempts to moderate the frequent debate about the alarming nature of the pervasiveness of media in American homes. Through ethnographically informed discourse analysis, this paper explores the idea that, despite parents’ often negative attitudes, media can be used to promote positive family interactions that foster bonding and feelings of collaboration.

9:00 – 9:25

Embodiment of Action Onset as a Requesting Tool

in Toddlers’ Communication

Irene Checa-Garcia

Santa Barbara City College

Young children use the embodiment of an action onset to signify and request the course of action associated with it. Three video recordings of toddlers’ interactions are analyzed to show their awareness of key features of the sequential organization. Evidence of this are: a sought visibility and conventionalization.

9:30 – 9:55

Linguistically Diverse Children's Classroom Social Interactions

with Monolingual-English Peers:

Pathways to Bolstering Oral Language and Emergent Literacy Skills

Ersoy Erdemir

State University of New York at Buffalo

Aside from teacher’s instruction, linguistically diverse children can support their oral language and literacy skills by expanding their expressive vocabulary repertoire through interactions with monolingual-English classmates. This study investigates vocabulary learning of English-language-learning preschoolers from their classroom interactions with monolingual peers in relation to oral language and emergent literacy skills.

9:55 - 10:10

Coffee/Tea Break (GDH 177)

10:10 – 10:50

The Complicated Business of Taking Issue

                 Anita Pomerantz & Robert E. Sanders                           

University at Albany, SUNY

Based on examining a transcript of a jury deliberation, we find that jurors take issue with each other’s contributions over multiple turns, eliciting co-participants’ participation, giving hypothetical scenarios, and providing examples. Furthermore, they adjust how they take issue to what other participants have presented in defense of their position.

10:55 – 11:20

Latino-Korean Communication in Multilingual Workplace Settings

Karen Velasquez

Teachers College, Columbia University

Many Latino and Korean immigrants in Koreatown, NYC communicate and form relationships at work using a mix of English, Spanish, and Korean. Contrary to negative stereotypes of immigrants as unskilled or uneducated, this work demonstrates how workers utilize their knowledge and resources to cross cultural and linguistic boundaries.



Apologies as Windows into Institutional Roles

in Library Chat Reference Interactions

Irene Koshik

University of Illinois at Urbana-Champaign

12:30 – 2:10

Lunch in the Neighborhood

2:10 – 2:35

Interactional Perspectives on Sighing

Elliott Hoey

University of California, Santa Barbara

Sighing is analyzed from an interactional perspective and shown to be used for achieving various actions, including stance alignment and turn-management. Sighs, instead of being wholly spontaneous expressions of inner emotion, often take the form of social actions and therefore represent an interactional resource for effecting particular activities in conversation.

2:40 – 3:05

Instructional and Correction Sequences in Ensemble Music Workshops: Laminating Semiotic Resources in Two Sequential Environments

Daniela Veronesi

Free University of Bozen-Bolzano, Italy

The paper explores the multimodal accomplishment of instructional and correction sequences in ensemble music workshops, by contrastively looking at how, in the conductor's explanations and corrections, a variety of semiotic resources (talk, gestures, singing, directive enactments) are laminated and mutually contextualize each other.

3:10 – 3:35

Gendering Desire in Speed-Dating Interactions

Neil Korobov

University of West Georgia

This study used a sequential-discursive approach on a corpus of speed-dating interactions to show how mate-preference talk (“desire”) was categorically gendered to appear both complicit and resistant to gender conventionality. The central finding is that conventionally-gendered mate-preferences rarely promoted affiliation; mate-preferences that resisted gender-conventionality did tend to promote affective affiliation.

3:35 – 3:50

Coffee/Tea Break (GDH 177)

3:50 – 4:15

Parallel Vigilance: Parents Dual Focus Following Diagnosis

of Type 1 Diabetes Mellitus in their Young Child

Selaine Niedel, London School of Hygiene and Tropical Medicine

Michael Traynor, University of Middlesex

 Martin McKee, London School of Hygiene and Tropical Medicine

Drawing on conversation analysis, we examined clinician-parent consultations following diagnosis of diabetes in young children. Analysis revealed that parents’ talk explicates a dual focus that we term parallel vigilance, which contributes to their developing expertise and informs our understanding of how they conceptualize and implement their evolving role of care.

4:20 – 4:45

Therapeutic Enactment as Instructed Participation

Alan Zemel

University at Albany

Therapeutic enactment is a learning-by-doing organization of therapeutic intervention in couple’s therapy. This presentation addresses how ‘the learnable in the lesson’ emerges through instructed participation during therapeutic enactment and how this instructed participation produces a type of social artifact, viz. an experience, designed for future use to accomplish relationship change.

4:50 – 5:15 

Where Culture Meets the Turn: An Ethnography of Speaking Approach to Locating Funds of Knowledge in Classroom Talk

Ariana Mangual Figueroa, Meredith Byrnes & Sora Kim

Rutgers University, Graduate School of Education

Drawing on a corpus of audio-recorded interactions between immigrant families and pre-service teachers in a family literacy setting, the authors use an “ethnography of speaking” approach to examine how teachers incorporate families’ “funds of knowledge.” The analysis focuses on the communicative resources that participants employed while engaging in literacy activities.

5:15 – 6:15


Saturday, September 29, 2012

8:30 - 8:55

A Critical Discourse Analysis of "High Quality" in NCLB

 LaNysha Adams
University of New Mexico

Through CDA, I examine how NCLB represents and constructs "high quality" teachers and "high quality" professional development. Being highly qualified seems to be unrelated to "high quality." The analysis focused on two excerpts from Title IX, the General Provisions Section in NCLB. This study has implications for what "high quality" means in research and policy.

9:00 – 9:25

Claiming ‘Prior Commitment’ when Responding to Advice
in Mother-Daughter Telephone Interactions

 Chloe Shaw & Alexa Hepburn
Loughborough University, UK 

This paper looks at advice resistance in telephone interactions between mothers and their young-adult daughters, using the method of Conversation Analysis. Various methods for claiming ‘prior commitment’ to the advice are analyzed and shown to be delivered in environments where the recipient’s moral conduct is jeopardized to varying degrees.

9:30 – 9:55

The Interactional Construction of Compassion in Crisis

 Kathleen Haspel
Fairleigh Dickinson University

A case study of the management of emotion in telephone conversations between institutional representatives and lay persons in moments of crisis, this paper employs conversation analysis to examine troubles-telling as a resource for aligning concerns and jointly acting upon them.

9:55 - 10:10

Coffee/Tea Break (GDH 177)

10:10 – 10:35

Being Interactionally Sensitive:
Practices for Counseling Patients with Type II Diabetes

 Leah Wingard, San Francisco State University
Christopher Koenig, University of California San Francisco
Christina Sabee, San Francisco State University

This project examines the notion of interactional sensitivity with the aim of clarifying patient-centered practices in doctor-patient interaction. In the presentation we examine focal moments where doctors and patients discuss treatment intensification in diabetes visits and present practices doctors use to educate patients in interactionally sensitive ways.

10:40 – 11:05

Examining Storytelling Strategies of a Person with Frontotemporal Dementia

 Anna Dina L.Joaquin
California State University, Northridge

Using video and Conversation Analysis, this presentation examines a Frontotemporal dementia patient’s use of repetitive storytelling, often perceived as aberrant and problematic. In examining the formal properties of her stories, and their sequential placement, she shows that she is a competent participant and uses storytelling to maintain relevance in conversations.

11:10 – 11:35

‘Do you Think this will Do any Good?’: Physician-Patient Conversations About Dietary Supplement Use

 Jeffrey Good, Syracuse University
Mimi Tarn, UCLA

We analyze instances of patients and physicians discussing dietary supplement usage and examine the context and content of these discussions. Additionally, we analyze follow-up interviews with these patients about their disclosure or non-disclosure of supplement use with their physician. From these data, suggestions are made about improving supplement use disclosure.

11:40 – 12:40


 “Come on Guys, Use your Sense!”
Illuminating the ‘Incarnate’ Work of Teaching

Timothy Koschmann
Southern Illinois University

12:40 – 2:05

Lunch in the Neighborhood

2:05 – 2:30

Certainty and the Courage to Disagree:
How Politicians and Lay People Construct their Epistemic Stance

 Nina Jagtiani
University of Colorado at Boulder

This paper uses CA to examine how epistemic stance is constructed and how this can either lead to or suppress interactional conflict among participants in a German political talk show. I argue that politicians, based on claims to “epistemic status” (Heritage 2012), tend to be more confrontational than lay participants.

2:35 – 3:00

Position Matters: Complaints, Complainability and Negative Observation in Customer Service Encounters

 Heidi Kevoe-Feldman
Northeastern University 

This paper tracks the position of complaints in customer service encounters and explores the relationship between understanding action formation in different sequential positions within a particular type of institutional call.

3:05 – 3

The Discursive Practices of “Guilting” in Family Discourse: Socialization, Identity Construction, and Parental Expectations

Rebekah  Johnson

LGCC, City University of New York

This interactional sociolinguistic study examines the discursive practices adult children and their parents use to co-construct the adult child identity during holiday dinner table interactions. Discursive practices related to “guilting” emerged from the data and are the main focus of this presentation.  

3:30 – 3:45

Coffee/Tea Break (GDH 177) 

3:45 – 4:10

Learner Trajectories in Student Pivots: The Case of an Adult English Learner's Engagement with the Americano Community on the Classroom Frontstage

 Bryan Meadows
Fairleigh Dickinson University

Situated learning theory holds that trajectories lead students to varying levels of legitimate participation. Currently underspecified are the discursive mechanisms which realize learner trajectories. This study responds by illuminating the discursive work of 'student pivots' to shape the trajectory for an adult English learner at the US/Mexico border.

4:15 – 4:40

Managing Learner Initiatives in L2 Classroom Discourse:
An Examination of Teacher Communicative Practices

 Drew Fagan
Teachers College, Columbia University

Incorporating a mixture of conversation analytic and ethnographic methods, the current paper examines one teacher’s systematic management of learner initiatives and the reasoning for such management. Varied management practices will be discussed in relation to the different sequential environments in which they occur and other contextual factors influencing them.

4:45 – 5:10

Competences in Action: Configuring a Physics Task through Peer Interaction

 Arja Piirainen-Marsh & Leila Kääntä
Department of Languages, University of Jyväskylä, Finland  

This paper examines the practices deployed by a group of high school students as they configure a practical task in a physics class. The analysis demonstrates how sequential, social and material resources of the setting shape interpretation of verbal instructions and coordination of bodily action to accomplish the task.

5:10 – 5:15 



Data Session

Our next data session will take place on Saturday, July 21, from 1-3 pm at Grace Dodge (GDH) 273B.