Broth2026
| Broth2026 | |
|---|---|
| BibType | ARTICLE |
| Key | Broth2026 |
| Author(s) | Mathias Broth, Annerose Willemsen, Jakob Cromdal |
| Title | Correction in embodied interaction: How teachers and children reflexively manage a preschool mobile formation in traffic |
| Editor(s) | |
| Tag(s) | EMCA, Correction, Sequence organization, Micro-sequentiality, Preschool mobile formations, Multimodal conversation analysis, Conversation analysis, Multimodality |
| Publisher | |
| Year | 2026 |
| Language | English |
| City | |
| Month | |
| Journal | Journal of Pragmatics |
| Volume | 251 |
| Number | January 2026 |
| Pages | 65-82 |
| URL | Link |
| DOI | 10.1016/j.pragma.2025.11.003 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
While correction in interactionist research has largely been studied as it emerges in, and operates on, talk, this study concerns verbal correction that targets a particular class of embodied behavior: the movement and aspects of peer alignment of children walking in a group. We describe correction of mobile behavior as not only a sequential but also a micro-sequential and reflexive accomplishment. Based on data from preschool walks, where teachers and children embody a particular mobile formation by jointly orienting to expected ways of walking, the analysis focuses on how teachers initiate corrections and how children respond to them in an embodied way. By verbally initiating correction, teachers publicly index current behavior by one or several children as deviating from the expected ways of being part of the mobile formation. Through the precise timing of their embodied responses to verbal correction initiations, children display how they understand the nature of the trouble and the remedy that is called for. A central contribution of the paper is to show how each of the elements that make up correction sequences in this setting – correctable behavior, verbal correction initiation and the embodied correction of the behaviour – is observably constituted as participants reflexively orient, verbally and bodily, to each other's emerging actions. We unpack this real-time co-production of the correction sequence by demonstrating how children may start correcting their walking behavior successively, early and delayed in relation to the verbal correction initiation by the teacher.
Notes
