The Interactional Architecture of the Language Classroom

This article provides a summary of some of the key ideas of Seedhouse (2004). The study applies Conversation Analysis (CA) methodology to an extensive and varied database of language lessons from around the world and attempts to answer the question ‘How is L2 classroom interaction organised?’ The ma...

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Autor principal:	Paul Seedhouse
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2010
Materias:	Conversation Analysis Classroom interaction Pedagogy Language classroom Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/e58da4da8ca74df98077c34b61e6bd77
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spelling	oai:doaj.org-article:e58da4da8ca74df98077c34b61e6bd772021-11-25T13:24:01ZThe Interactional Architecture of the Language Classroom10.5565/rev/jtl3.322013-6196https://doaj.org/article/e58da4da8ca74df98077c34b61e6bd772010-02-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/32https://doaj.org/toc/2013-6196This article provides a summary of some of the key ideas of Seedhouse (2004). The study applies Conversation Analysis (CA) methodology to an extensive and varied database of language lessons from around the world and attempts to answer the question ‘How is L2 classroom interaction organised?’ The main thesis is that there is a reflexive relationship between pedagogy and interaction in the L2 classroom. This means that there is a two-way, mutually dependent relationship. Furthermore, this relationship is the foundation of the organisation of interaction in L2 classrooms. The omnipresent and unique feature of the L2 classroom is this reflexive relationship between pedagogy and interaction. So whoever is taking part in L2 classroom interaction and whatever the particular activity during which the interactants are speaking the L2, they are always displaying to one another their analyses of the current state of the evolving relationship between pedagogy and interaction and acting on the basis of these analyses. So interaction in the L2 classroom is based on the relationship between pedagogy and interaction. Interactants are constantly analysing this relationship and displaying their analyses in their talk. An example of data analysis is provided, including discussion of socially distributed cognition and learning.Paul SeedhouseUniversitat Autònoma de BarcelonaarticleConversation AnalysisClassroom interactionPedagogyLanguage classroomSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 1, Iss 1 (2010)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	Conversation Analysis Classroom interaction Pedagogy Language classroom Special aspects of education LC8-6691 Language and Literature P
spellingShingle	Conversation Analysis Classroom interaction Pedagogy Language classroom Special aspects of education LC8-6691 Language and Literature P Paul Seedhouse The Interactional Architecture of the Language Classroom
description	This article provides a summary of some of the key ideas of Seedhouse (2004). The study applies Conversation Analysis (CA) methodology to an extensive and varied database of language lessons from around the world and attempts to answer the question ‘How is L2 classroom interaction organised?’ The main thesis is that there is a reflexive relationship between pedagogy and interaction in the L2 classroom. This means that there is a two-way, mutually dependent relationship. Furthermore, this relationship is the foundation of the organisation of interaction in L2 classrooms. The omnipresent and unique feature of the L2 classroom is this reflexive relationship between pedagogy and interaction. So whoever is taking part in L2 classroom interaction and whatever the particular activity during which the interactants are speaking the L2, they are always displaying to one another their analyses of the current state of the evolving relationship between pedagogy and interaction and acting on the basis of these analyses. So interaction in the L2 classroom is based on the relationship between pedagogy and interaction. Interactants are constantly analysing this relationship and displaying their analyses in their talk. An example of data analysis is provided, including discussion of socially distributed cognition and learning.
format	article
author	Paul Seedhouse
author_facet	Paul Seedhouse
author_sort	Paul Seedhouse
title	The Interactional Architecture of the Language Classroom
title_short	The Interactional Architecture of the Language Classroom
title_full	The Interactional Architecture of the Language Classroom
title_fullStr	The Interactional Architecture of the Language Classroom
title_full_unstemmed	The Interactional Architecture of the Language Classroom
title_sort	interactional architecture of the language classroom
publisher	Universitat Autònoma de Barcelona
publishDate	2010
url	https://doaj.org/article/e58da4da8ca74df98077c34b61e6bd77
work_keys_str_mv	AT paulseedhouse theinteractionalarchitectureofthelanguageclassroom AT paulseedhouse interactionalarchitectureofthelanguageclassroom
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The Interactional Architecture of the Language Classroom

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