5th Meeting (2015)

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The Language and Social Interaction Working Group (LANSI)


Fifth Meeting of the Language and Social Interaction Working Group (LANSI)

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Friday, October 16

8:00 – 8:30

Registration and Welcome to the Conference

8:30 – 8:55

Moral Discourse in Two Keys: Dramatized Reprimand and Narrativization

Ian Olasov

CUNY Graduate Center

I describe two previously undiscussed strategies for expressing moral attitudes in conversation. The moral character of these attitudes is largely invisible outside of their expression in discourse, and these “pragmatic” ways of moralizing elude a priori theorizing. This has implications for moral psychology and the philosophical study of moral discourse.

9:00 – 9:25

Walking “Awesome”: Material, Embodied, Spatial, and Conversational Resources for Representational Activity

Jasmine Ma

New York University

This multimodal microanalysis investigates the coordination of materials, bodies, space, and talk as resources for representational activity. Data include exchanges from a group of students engaged in planning and drawing the word “awesome” at large scale, using a GPS device.

9:30 – 9:55

(Un)anticipated Psychiatrist Communication Practices Using mHealth Technology During Early Stimulant Medication Titration for Children with ADHD

Lisa Mikesell

Rutgers University

Alethea Marti

Bonnie Zima

University of California, Los Angeles

While mobile health applications are developed with a specific purpose in mind, during clinic they may serve a number of unanticipated functions. Using video-recorded follow-up visits with children newly diagnosed with ADHD, their parent(s), and a psychiatrist, we identified anticipated and unanticipated psychiatrist uses of the tool to consider clinical implications.

9:55 – 10:10

Coffee/Tea Break (GDH 177)

10:10 – 10:35

Instructed Action and Learning’s Work

Alan Zemel

University at Albany, SUNY

Timothy Koschmann

Southern Illinois University School of Medicine

When problems with the instructability of a praxeological performance arise, it takes a “knowing” participant, whose competence is not in question, to assist learners with the action’s recognition and/or performance. This is learning’s work. In our presentation, we examine how a demonstration-enactment sequence addresses problems with the instructability of action.

10:40 – 11:05

How Structure is Leveraged from Jeffersonian Transcripts: The Case of “Oh”

Doug Macbeth

Ohio State University

Jean Wong

The College of New Jersey

Our problematic, sparked by the innovations of the Epistemic Program (EP), is how findings are leveraged from transcript. More simply: How are the structures and recurrences of conversational practices leveraged from talk’s occasioned productions? The question leads us to consider the textual moves that accompany every transcript, whether CA, or EP.

11:10 – 12:10

Invited Lecture

Classroom Discourse for Democracy: Both Citizens and Neighbors

Courtney Cazden

Harvard University

12:10 – 2:10

Lunch in the Neighborhood

2:10 – 2:35

Rejecting Babel: Framing Monolingual Multiculturalism in LOTE Discourse

Sandro Barros

Michigan State University, College of Education

Through a critical discourse analysis approach, this paper examines the “pedagogy of meaning” that is operative in political statements and policy-making speeches about languages other than English (LOTE). As I argue, public discourses on LOTE, even if supportive, embody a type of language that can reveal how multicultural debates fall short of challenging the supremacy of English hegemony as ideology, i.e., how English monolingualism is ideologically sustained.

2:40 – 3:05

Locating and Resolving Troubles: Sequential Templates for University Physics Labs

Stephen Daniel Looney

Pennsylvania State University

This paper investigates the troubles and associated questions that international teaching assistants (ITAs) and undergraduates encounter in an Introduction to Physics lab. Four trouble types are identified; for each, a sequential template is described, including the kinds of questions students ask and the multimodal resources ITAs and students use to resolve the troubles.

3:10 – 3:35

Identifying Referents in Everyday Conversation Involving Augmentative and Alternative Communication Systems

Patricia Mayes

Mary Clinkenbeard

University of Wisconsin, Milwaukee

We examine the challenge of establishing conversational referents in the context of speech generated by an Augmentative and Alternative Communication (AAC) device and find that although these devices enable people with disabilities to speak, there are also device-generated problems that distract participants from the activities initiated by the AAC-using participant.

3:35 – 3:50

Coffee/Tea Break (GDH 177)

3:50 – 4:15

Locking Threads and Constructing Identities: Intertextuality as a Resource for Online Discussion Board Moderators

Cynthia Gordon

Georgetown University

This study investigates how moderators of an online discussion board use intertextuality as a resource to “lock” (i.e., shut down) discussion threads that violate the board’s participation policies. Moderators recontextualize a standardized letter, produce evaluative metadiscourse, and use GIFs to mitigate thread locking; simultaneously, they construct their online identities.

4:20 – 4:45

The Discursive Uses of Knowledge and Non-Knowledge in Contesting the Environmental Impact of Hydrofracking

Richard Buttney

Syracuse University

Competing accounts of the dangers or benefits of hydrofracking are offered during an inter-governmental hearing by representatives from the Department of Environmental Conservation and the NYS Assembly. Participants’ knowledge claims are resisted by re-description or counter-claims. Political or value concerns are used along with scientific claims in constructing/mitigating risk.

4:50 – 5:15

A Contradiction in Action: The Interactional Achievement of Suppressing Complaints in a Customer Service Encounters

Heidi Kevoe-Feldman

Northeastern University

Building upon Schegloff’s (2005) observation regarding suppressing complaints in ordinary interaction, the analysis in this paper draws from a corpus of 56 customer service calls to systematically examine the interactional dynamics between customers and service representatives as they manage to keep service complaints at bay.

5:20 – 5:45

Knowledge and Epistemic Incongruences in Social Interaction with Google Glass

Brian Due

University of Copenhagen

This paper deals with a participant’s use of Google Glass in social interaction with regard to object-orientation and identity; how Google Glass use is a private experience, which produces epistemic incongruence; and how Google Glass is a non-human participant that occupies slots in the sequential unfolding of turns.

5:45 – 6:45

Reception (GDH 177)

Saturday, October 17

8:30 – 8:55

Use of Panmal (Informal Register) in the Formal Setting of a Radio Talk Show in Korean

Gahye Song

Teachers College, Columbia University

Using CA, this study illustrates the use of informal register in a formal situation in Korean conversation. An analysis of talk in a Korean radio talk show reveals that informal register is strategically deployed by the host to perform various types of facework.

9:00 – 9:25

Social Talk, Testing Talk: Managing Competing Constraints in L2 Oral Proficiency Tests

Erica Sandlund

Karlstad University

Lina Nyroos

Uppsala University

Pia Sundqvist

Karlstad University

In this paper, we analyze teachers’ turns in classroom-based high-stakes tests of English as a foreign language. Using CA, the study focuses on turns where teachers attempt to personalize pre-set discussion topics which the test-takers have dealt with in more abstract ways. Implications for oral proficiency testing are discussed.

9:30 – 9:55

Formulations in Classroom Interaction

Jan Berenst

NHL University of Applied Sciences

The functionality of formulations is very much dependent on a specific institutional interaction. In classroom discourse, however, we find different uses of formulations, related to the participation frameworks that are at stake. In this paper, I will display what kinds of actions are accomplished by this practice in different frameworks.

9:55 – 10:10

Coffee Break

10:10 – 10:35

Emergent Stories: Practices for Story Openings in French Ordinary Conversation

Evelyne Berger

University of Helsinki

This study examines informings and assessments occurring prior to storytellings in French ordinary conversations. These pre-tellings consist of unexpected or incomplete material which is oriented to as a possible tell-about and the tell-worthiness of which is established through the recipient’s displays of recipiency.

10:40 – 11:05

Negotiating Competing Knowledge Bases in Pedagogical Discourse in ESL Classroom Interaction

Yo-An Lee

Sogang University

Analyzing teacher-fronted discussions in ESL classrooms, the presentation shows how competing knowledge bases are negotiated and worked on by teachers and their students. Teachers’ work practices are specified in how they make relevant and prominent a particular knowledge base while coming to terms with alternative ones occasioned by their students.

11:10 – 11:35

Personal Moments of Schooling in the History of Persons

Richard Young

University of Wisconsin-Madison

From talk in and about schools, I provide evidence that treating present interaction as fundamentally different from past practice is a dichotomy that must be overcome. Though personal histories are rarely considered in the analysis of talk-in-interaction, they are nonetheless the source of enduring dispositions to feel, think, and behave.

11:40 – 12:40

Invited Lecture

Making Meaning with Everything You’ve Got: Semiotic Bricolage and Participation Ecology in Social Interaction

Frederick Erickson

University of California, Los Angeles

12:40 – 2:15

Lunch in the Neighborhood

2:15 – 2:40

Shifting Stances and Negotiating Sameness in Turkish Family Discourse

Didem Ikizoglu

Georgetown University

This paper investigates how interactants negotiate stances and positions and maximize alignment in naturally-occurring family interaction in Turkish. The analysis shows that speakers create alignment by shifting the stance object that they evaluate and thus rearrange the configuration of positionings in the interaction.

2:45 – 3:10

Client-Initiated IREs in Social Work Interaction

Maureen Matarese


Carolus van Nijnatten

Universiteit Utrecht

Christine Jacknick


CA is used to analyze social worker- and client-initiated IREs. Caseworkers initiate IREs as a way of drawing out and commenting on client perspective. Clients use the same structure to direct the trajectory of the interaction and to comment on caseworker perspective, flipping the traditional "script."

3:15 – 3:40

Accomplishing a Lesson: A Preliminary Explanation for Differential Teacher Responsiveness to Learner Contributions

Taiane Malabarba

Universidade do Vale do Rio dos Sinos

Daisuke Kimura

Pennsylvania State University

Joan Kelly Hall

Pennsylvania State University

Using CA, this study shows how a teacher’s differential responsiveness to learner contributions is linked to their pedagogical usefulness in forwarding the lesson. The findings reveal the significance of analyzing multiple moments within a lesson and thereby contribute to CA’s project of re-specifying the everyday grounds of teaching.

3:40 – 3:55

Coffee/Tea Break (GDH 177)

3:55 – 4:20

Juggling Frames to Construct a “Legal English” Class

Marta Baffy

Georgetown University Law Center

This paper argues that professors and students discursively construct a Legal English class by juggling multiple interactive frames (Goffman, 1974) during classroom talk. Participants shift between frames such as “law class,” “writing class,” and “ESL class,” as signaled by specific linguistic and discursive features. Pedagogical implications are discussed.

4:25 – 4:50

Advice as an Interactional Obligation in Problem Talk Between African-American, Asian-American, and European-American Friendship Dyads

Alla Tovares

Howard University

This study considers advice in problem talk between African-American, Asian-American, and European-American college student dyads, examining similarities across ethnic groups. It shows that indirectness and mitigation allow advice-givers from three American subcultural groups to balance symmetry and asymmetry in problem talk: to be experts and friends.

4:55 – 5:20

The Use of GIFs as Quotative Enactments in Text-Based Conversation

Jackson Tolins

Pat Samermit

University of California, Santa Cruz

We analyze the presentation of animated GIF image files as embodied enactments in text-message-based conversations. The GIFs allow texters to quote embodied communicative displays as affective responses and assessments. We argue that the use of GIFs is a novel form of enactment, made possible by technological advances.

5:20 – 5:25



Data Session

Our next data session will be held on June 18 (Sat) 9:30-11:30 am via Zoom.