Projects per year
In this chapter, we explore code-switching choices in a multimodal mobile-supported exchange between future foreign language teachers, paying particular attention to the impact of the co-participants’ code-switching on the sequentiality of the interaction. Extending from the observation that emoji may have more communicative purposes than simply conveying emotions or pictorially representing facial expressions or gestures (Kelly and Watts, 2015), it is suggested that emojis may be deployed to orchestrate the interaction (e.g. mitigation through humour) or to elicit a next-turn interaction from other participants (e.g. orientation of an expected response). This study, which uses Conversation Analysis (CA), seeks to deepen our understanding of the impact of technology on interactional practices in intercultural settings by exploring a WhatsApp interaction during a Virtual Exchange (VE) in a language teacher education course.
|Title of host publication||Plurilingual Classroom Practices and Participation|
|Subtitle of host publication||Analysing Interaction in Local and Translocal Settings|
|Editors||Dolors Masats, Luci Nussbaum|
|Place of Publication||London|
|Publisher||Taylor and Francis AS|
|Number of pages||12|
|ISBN (Electronic)||9781000431735, 9781003169123|
|Publication status||Published - 1 Jan 2021|
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- 1 Finished
Language assessment in virtual mobility initiatives at tertiary level - teachers' beliefs, practices and perceptions (ASSESSnet)
Dooly Owenby, M. & Czura , A. M.
1/10/19 → 30/09/21
Project: International research project