DescriptionThis paper investigates, through conversation analysis, how early EFL teachers use gestures as repair resources and how pupils orient to these embodied repairs. The data show that embodied repair practices lead to occasioned teachables and learnables and we argue that these constitute the primordial scenes where usage-based FL learning begins.
Part of Colloquium: "Conversation Analytic Perspectives on English Language Teaching in Global Contexts: Constraints and Possibilities"
|Period||20. Mar 2017|
|Event title||AAAL 2017: American Association for Applied Linguistics|
|Location||Portland, United States, Oregon|
|Degree of Recognition||International|
Documents & Links
Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
Classroom Practices in Early Foreign Language Teaching in Denmark: On the Role of Quantity and Quality of Exposure to English inside the Classroom
Research output: Thesis › Ph.D. thesis