emcawiki - User contributions [en]

TadicWaringReddington2024

2024-05-04T16:07:32Z

HansunWaring: Created page with "{{BibEntry |BibType=INCOLLECTION |Author(s)=Nadja Tadic; Hansun Zhang Waring; Elizabeth Reddington; |Title=A critical M/CA examination of raciolinguistic ideologies in interac..."

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Nadja Tadic; Hansun Zhang Waring; Elizabeth Reddington;
|Title=A critical M/CA examination of raciolinguistic ideologies in interaction
|Editor(s)=Hansun Zhang Waring; Nadja Tadic;
|Tag(s)=EMCA;
|Key=TadicWaringReddington 2024
|Publisher=Multilingual Matters
|Year=2024
|Language=English
|Chapter=A critical M/CA examination of raciolinguistic ideologies in interaction
|Booktitle=Critical Conversation Analysis: Inequality and Injustice in Talk-in-Interaction
|Pages=27-48
|Abstract=One recent concept that has yielded illuminating insights about tacit racism in everyday interaction is that of raciolinguistic ideologies—ideologies which position racialized, non-white speakers as “linguistically deviant” (Flores & Rosa, 2015, p. 150; see also Rosa & Flores, 2017). In this chapter, we approach raciolinguistic ideologies from a highly nuanced, microanalytic perspective, examining how they are enacted and challenged moment-by-moment in institutional and ordinary interaction. Specifically, we explore how members of diverse sociocultural communities in the United States construct non-white English speakers not only as “linguistically deviant” but also as non-American. Our data come from a corpus of over 77 hours of video-recorded language-classroom and family-dinner conversations conducted primarily in English in the Northeastern United States. We show that participants orient to Americans as white speakers of a standard American English variety through formulating a set of naturalized assumptions. In this way, non-white and non-standard-English speakers are implicitly excluded from the American category and positioned as inferior to its “bona fide” members. Findings contribute to research on raciolinguistic ideologies and to the broader endeavor of raising awareness of how inequity is reinforced and how it might be challenged in routine interactions, in both public and private spaces.
}}

Tadic & Waring 2024

2024-05-04T16:03:58Z

HansunWaring: Created page with "{{BibEntry |BibType=INCOLLECTION |Author(s)=Nadja Tadic; Hansun Zhang Waring; |Title=Introduction |Editor(s)=Hansun Zhang Waring; Nadja Tadic; |Tag(s)=EMCA; |Key=Tadic & W..."

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Nadja Tadic; Hansun Zhang Waring;
|Title=Introduction
|Editor(s)=Hansun Zhang Waring; Nadja Tadic;
|Tag(s)=EMCA;
|Key=Tadic & Waring 2024
|Publisher=Multilingual Matters
|Year=2024
|Language=English
|Chapter=Introduction
|Booktitle=Critical Conversataion Analysis: Inequality and Injusticie in Talk-in-Interaction
|Pages=1-26
|Abstract=This chapter begins by introducing conversation analysis (CA) as a methodology as well as the hotly debated question of whether the micro-analytic tool of CA may be used to study “big” issues such as power and social justice. A review of relevant literature is then provided to document CA’s ability to engage such issues since its inception and to specify the contribution of the current volume as invigorating a more focused and systematic movement, among critically-minded conversation analysts, towards unveiling tactic practices of reinforcing or resisting social inequities in daily interaction. The chapter ends with an overview of the organization of the book.
}}

Waring & Lo

2024-05-04T15:57:57Z

HansunWaring: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Hansun Zhang Waring; Carol Hoi Yee Lo; |Title=Halt for speaking: Safeguarding contiguity during mealtime interactions. |Tag(s)=EMCA; |Ke..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Hansun Zhang Waring; Carol Hoi Yee Lo;
|Title=Halt for speaking: Safeguarding contiguity during mealtime interactions.
|Tag(s)=EMCA;
|Key=Waring & Lo
|Year=2024
|Language=English
|Journal=Social Interaction: Video-based Studies of Human Sociality
|Volume=7
|Number=2
|URL=https://tidsskrift.dk/socialinteraction/article/view/140083
|Abstract=Conversation analytic (CA) research on multimodality has mostly focused on the “movement” rather than the “freezing” of such movement, with the exception of a small body of work on gesture holds mostly in sign language and several European languages. Based on two large corpora of video-recorded family interactions and adult ESL classroom interactions in American English, this conversation analytic study demonstrates how halts of eating and drinking are carefully configured to preserve contiguity by facilitating completion and repair. Findings expand our understanding of the interdependence between multimodality and sequence organization within the larger context of managing multiactivity and materiality.
}}

Waring2025a

2023-07-31T11:55:34Z

HansunWaring: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Hansun Zhang Waring |Title=Presenting a United Front at the Dinner Table: The Case of Merged Speakership and Merged Recipiency |Tag(s)=..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Hansun Zhang Waring
|Title=Presenting a United Front at the Dinner Table: The Case of Merged Speakership and Merged Recipiency
|Tag(s)=EMCA; parent-child interaction; Collaboration; dinner-table conversation; united front
|Key=Waring2023
|Year=2023
|Language=English
|Journal=Language in Society
|URL=https://doi.org/10.1017/S0047404523000489
|Abstract=The importance of presenting a united front has long since been an integral part of parenting advice. Despite the wealth of productive research on parent-child interaction, we have very little knowledge of how such a united front is assembled in situ, In the meantime, although few would question the benefit of collaboration, we are still in the process of understanding how collaboration is carried out in the micro-moments of interaction. This paper contributes to the growing literature on parent-child interaction as well as that on collaboration in interaction by detailing how two parents achieve collaboration through merged speakership and merged recipiency. Findings may be applicable to a wide range of workspaces beyond the domestic sphere.
}}

LANSI 2023

2023-03-15T11:36:28Z

HansunWaring: Created page with "{{Announcement |Announcement Type=Conference |Full title=LANSI 2023 Call for Proposals |Short title=LANSI 2023 CfP |Short summary=Submit to #lansi2023 (Oct 13-14, New York Cit..."

{{Announcement
|Announcement Type=Conference
|Full title=LANSI 2023 Call for Proposals
|Short title=LANSI 2023 CfP
|Short summary=Submit to #lansi2023 (Oct 13-14, New York City) by June 15: https://www.tc.columbia.edu/lansi/conference/
|Announcement text=The 11th annual meeting of
The Language and Social Interaction Working Group (LANSI)

Teachers College, Columbia University
New York City
October 13-14 (Fri & Sat), 2023

INVITED SPEAKERS

Tanya Stivers, UCLA;
Steven Talmy, The University of British Columbia

CALL FOR PROPOSALS

LANSI brings together scholars and students working on naturally-occurring data within the broad area of language and social interaction. In keeping with the LANSI spirit of diversity and dialog, we welcome abstracts from colleagues working on a variety of topics using discourse analytic approaches that include but are not limited to conversation analysis, interactional sociolinguistics, linguistic anthropology, and critical discourse analysis. Abstracts should be no longer than 250 words and should include descriptions of the following aspects of the study: (1) research question; (2) data and method; (3) key finding with a short illustrative data segment. Alternatively, you may now submit a link (e.g., Google or Dropbox) to a single, 2-3 min, audio-narrated PPT slide that displays one data extract and addresses (1)-(3) above. Please also include a 50-word summary regardless of your mode of submission.

Abstracts will be blind-reviewed on the basis of clarity, specificity, originality, and the inclusion of the required components. Papers will be presented within a 10-minute slot with an additional 10 minutes for discussion.

Deadline for electronic submission is June 15, 2023. Notification of acceptance or otherwise will be sent via email by early July, 2023. For additional information and to submit an abstract, please visit: www.tc.edu/lansi.

Conference Co-chairs

Hansun Zhang Waring
Allie King
Lauren Carpenter
Kelly Frantz
lansi@tc.edu
|Year=2023
|Web link=https://www.tc.columbia.edu/lansi/conference/
|Categories (tags)=lsi; emca; mia; discourse analysis; social interaction
|To date=2023/07/01
|Address=525 W. 120 Street, New York City
|Abstract due=2023/06/15
|Submission deadline=2023/06/15
}}

Waring2020c

2023-02-08T18:58:45Z

HansunWaring: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Hansun Zhang Waring |Title=Harnessing the power of heteroglossia: How to multitask with teacher talk. |Editor(s)=S. Kunitz, O. Sert & N...."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Hansun Zhang Waring
|Title=Harnessing the power of heteroglossia: How to multitask with teacher talk.
|Editor(s)=S. Kunitz, O. Sert & N. Markee
|Tag(s)=EMCA; classroom interaction; heteroglossia; multiple demands; evidence-based teacher training; multitasking
|Key=Waring2020c
|Publisher=Springer
|Year=2020
|Language=English
|Chapter=Harnessing the power of heteroglossia: How to multitask with teacher talk.
|Pages=275-295
|Abstract=To a large extent, the quality of classroom communication hinges on the
teacher’s ability to tune in and respond to emerging students’ voices, which requires
the astuteness and agility to hear layered messages, offer tailored assistance, and
follow students’ leads. It requires responding to multiple contingencies in real time.
One important resource for managing such contingencies is heteroglossia (Bakhtin
MM, The dialogical imagination. The University of Texas Press, Austin, 1981,
p 324). Teacher talk can be deeply heteroglossic: a particular utterance can be satu�rated with more than one voice or can achieve more than one goal, making evident
the multiple and potentially competing demands that teachers manage on a moment�by-moment basis. In this chapter, I illustrate what heteroglossia looks like in the
language classroom and demonstrate how understanding heteroglossia as teacher
talk can be usefully marshaled to create evidence-based teacher training. Throughout
the chapter, problem scenarios that place the teacher in the difficult bind of having
to manage competing demands such as honoring individual voices vs. cultivating
inclusiveness are presented. Detailed transcripts of classroom interaction are then
shown to demonstrate how heteroglossia can present at least one solution to these
problems. A guided reading of each transcript will highlight the specific interac�tional resources that may be drawn upon to effectively produce heteroglossia. The
chapter ends with a step-by-step plan for utilizing similar videotaped materials for
teacher training purposes. It is hoped that understanding heteroglossia as a resource
can awaken us to the ingenuity of teacher talk, and consequently, inspire us to
become part of that ingenuity.
}}

Waring2020b

2023-02-08T18:55:53Z

HansunWaring: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Hansun Zhang Waring |Title=Beyond neutrality and adversarialness: The case of platform questions |Editor(s)=Hansun Zhang Waring & Elizab..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Hansun Zhang Waring
|Title=Beyond neutrality and adversarialness: The case of platform questions
|Editor(s)=Hansun Zhang Waring & Elizabeth Reddington
|Tag(s)=EMCA; questions
|Key=Waring2020b
|Publisher=Bloomsbury
|Year=2020
|Language=English
|Chapter=Beyond neutrality and adversarialness: The case of platform questions
|Booktitle=Communicating with the Public: Insights from conversation Analysis
|Abstract=One type of TV interview where the IR questioning practices may fall outside
the bounds of neutrality and adversarialness concerns programming designed
to promote the interviewees (IEs) and/or the missions and agendas of their
institutions. In this particular context, the interviewers appear to be charged
with a different sort of task—one that supports the IEs’ communication with
the public, often on behalf of the institution. In this chapter, I show how this
particular task is accomplished interactionally via the deployment of what I
call platform questions.
}}

Waring2021a

2023-02-08T18:46:47Z

HansunWaring: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Hansun Zhang Waring |Title=Conversation analysis |Editor(s)=K. Hyland, B. Paltridge & L. Wong |Tag(s)=EMCA; introduction to conversation..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Hansun Zhang Waring
|Title=Conversation analysis
|Editor(s)=K. Hyland, B. Paltridge & L. Wong
|Tag(s)=EMCA; introduction to conversation analysis
|Key=Waring2021a
|Publisher=Bloomsbury Academic
|Year=2021
|Language=English
|Chapter=Conversation analysis
|Booktitle=The Bloomsbury companion to discourse analysis (2nd edition)
|Pages=21-33
|Abstract=Founded by sociologists Harvey Sacks, Emmanuel Schegloff and Gail Jefferson in the
1960s, conversation analysis (CA) is the study of social interaction as it actually happens
in its natural habitat. It’s not the study of how we think it should happen, how we believe
it must have happened or how it might happen under various laboratory conditions. More
importantly, CA is the study of such happenings in participants’ terms, not via analysts’
theorizing. As conversation analysts, we are interested in excavating the tacit methods
and procedures participants deploy to get things done in social interaction, be that getting
the floor to tell a story, launching a complaint or moving out of a conversation. For the
past five decades, CA has been effectively deployed to yield in-depth understandings of
social interaction in a wide variety of ordinary conversations and institutional interactions
(Sidnell and Stivers 2013). This chapter offers an introduction to CA as an approach to
discourse analysis, presents a sample study to illustrate its various features and sketches
some endeavours that gesture towards intersecting with other disciplines and satisfying
more practical concerns.
}}

Waring2022a

2023-02-08T18:44:03Z

HansunWaring: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Hansun Zhang Waring |Title=Participating in storytelling at ages 3 and 8 |Editor(s)=A. Filipi, B. T. Ta, & M. Theobald |Tag(s)=EMCA; sto..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Hansun Zhang Waring
|Title=Participating in storytelling at ages 3 and 8
|Editor(s)=A. Filipi, B. T. Ta, & M. Theobald
|Tag(s)=EMCA; storytelling; Longitudinal CA; child interaciton
|Key=Waring2022a
|Publisher=Springer
|Year=2022
|Language=English
|Chapter=Participating in storytelling at ages 3 and 8
|Abstract=Conversation analytic work on young children’s storytelling across various settings (e.g., Burdeski & Evaldsson, 2019) has not typically entertained change over time (see Filipi, 2019, for an exception). This chapter investigates the developmental trajectory of a young child’s everyday storytelling competence during family mealtime interactions. Data are drawn from 22 hours of 51 video-recorded mealtime conversations that involve Zoe (at the ages of 3 and 8) and her parents. The analysis documents Zoe’s “development” as characterised by increasing agency as she tells more stories about ‘self’ launched by ‘self’ over time. Findings contribute to the literature on children’s storytelling by combining the longitudinal and the micro, yielding potentially crucial understandings of children’s storytelling competence and its development.
}}

Waring2021

2023-02-08T18:38:41Z

HansunWaring:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Hansun Zhang Waring
|Title=Socializing the emotions of joy and surprise in parent-child interactions
|Editor(s)=A. Weatherall & J. Robles
|Tag(s)=EMCA; emotion; Language socialization; play; joy; surprise; socialization
|Key=Waring2021
|Publisher=John Benjamins
|Year=2021
|Language=English
|Chapter=Socializing the emotions of joy and surprise in parent-child interactions
|Pages=211-232
|Abstract=The importance of emotional competence and the pivotal role parents play in
the development of such competence have been a topic of great interest for de�velopmental psychologists and linguistic anthropologists alike. While existing
research on emotional socialization primarily focuses on negative emotions
using mostly experimental or ethnographic methods, positive emotions re�main an under-explored territory, and conversation analysis an under-utilized
micro-analytic tool. This chapter investigates how the socialization of joyand
surpriseis accomplished in a repeated series of playful gift giving and receiving
during video-recorded mealtime parent-child interactions in a U.S. family with a
three-year-old girl and her parents. Findings contribute to the broader literature
on parent-child interaction with a specific focus on the socialization of emotions.
}}

Reddington2021

2023-02-08T18:36:15Z

HansunWaring: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Elizabeth Reddington, Ignasi Clemente, Hansun Zhang Waring, and Di Yu |Title="Dong being collegial"" Participants' positioning work in Q..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Elizabeth Reddington, Ignasi Clemente, Hansun Zhang Waring, and Di Yu
|Title="Dong being collegial"" Participants' positioning work in Q&A sessions
|Editor(s)=C. Ilie
|Tag(s)=EMCA; identity; collegiality; academic identity; institutional interaction
|Key=Reddington-Clemente-Waring-Yu
|Publisher=John Benjamins
|Year=2021
|Language=English
|Chapter="Dong being collegial"" Participants' positioning work in Q&A sessions
|Booktitle=Questioning-answering practices across contexts and cultures
|Pages=257-284
|Abstract=Questioning-answering practices across contexts and cultures
}}

Waring2021

2023-02-08T18:27:56Z

HansunWaring: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Hansun Zhang Waring |Title=Socializing the emotions of joy and surprise in parent-child interactions |Editor(s)=A. Weatherall & J. Roble..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Hansun Zhang Waring
|Title=Socializing the emotions of joy and surprise in parent-child interactions
|Editor(s)=A. Weatherall & J. Robles
|Tag(s)=EMCA;
|Key=Waring2021
|Publisher=John Benjamins
|Year=2021
|Language=English
|Chapter=Socializing the emotions of joy and surprise in parent-child interactions
|Pages=211-232
}}

Waring-Creider2021

2023-02-08T18:20:58Z

HansunWaring:

{{BibEntry
|BibType=BOOK
|Author(s)=Hansun Zhang Waring & Sarah Chepkirui Creider
|Title=Micro-reflection on classroom communication: A FAB framework
|Tag(s)=EMCA; second language teacher education; CA Intervention; micro-reflection; reflection
|Key=Waring-Creider2021
|Publisher=Equinox
|Year=2021
|Language=English
|Booktitle=Micro-reflection on classroom communication: A FAB framework
|Abstract=Traditional concerns with classroom communication have centered on questions such as who talks more, whether the interaction is teacher-centered or student-centered, whether participation is restricted to a few or available to all, what kinds of questions teachers ask (display or referential), and what kinds of feedback they give. These indicators provide a simple and useful way of capturing classroom communication in distributional and categorical terms. Less attention has been devoted to observing and understanding the quality of this communication—whether it facilitates learning regardless of, for example, who talks more. Based on over a decade of fine-grained analysis of video-recorded ESL classroom interaction, this book offers one way of seeing and gauging the quality of classroom communication beyond distributions and categories. In particular, by parsing detailed transcripts of actual classroom interaction, it invites reflective conversations on how three principles of skillful classroom communication may be practiced in the micro-moments of classroom interaction: (1) fostering an inviting classroom environment, (2) attending to student voices, and (3) balancing competing demands (FAB). Attention to the moment-by-moment complexity of the classroom also allows teachers to learn and practice the skill of noticing, the first step in an iterative cycle of noticing, reflecting, and practicing. That is, along with reflecting on what happened in a classroom, teachers must also learn to notice what is happening in the moment. The goal is to cultivate a mentality of micro-reflection—one that sensitizes teachers to the consequentiality of every move they make as they make them in the simultaneity and sequentiality of second-by-second classroom interaction.
}}

Waring-Creider2021

2023-02-08T18:17:32Z

HansunWaring: Created page with "{{BibEntry |BibType=BOOK |Author(s)=Hansun Zhang Waring & Sarah Creider |Title=Micro-reflection on classroom communication: A FAB framework |Tag(s)=EMCA; second language teach..."

{{BibEntry
|BibType=BOOK
|Author(s)=Hansun Zhang Waring & Sarah Creider
|Title=Micro-reflection on classroom communication: A FAB framework
|Tag(s)=EMCA; second language teacher education; CA Intervention; micro-reflection; reflection
|Key=Waring-Creider2021
|Publisher=Equinox
|Year=2021
|Language=English
|Booktitle=Micro-reflection on classroom communication: A FAB framework
|Abstract=Traditional concerns with classroom communication have centered on questions such as who talks more, whether the interaction is teacher-centered or student-centered, whether participation is restricted to a few or available to all, what kinds of questions teachers ask (display or referential), and what kinds of feedback they give. These indicators provide a simple and useful way of capturing classroom communication in distributional and categorical terms. Less attention has been devoted to observing and understanding the quality of this communication—whether it facilitates learning regardless of, for example, who talks more. Based on over a decade of fine-grained analysis of video-recorded ESL classroom interaction, this book offers one way of seeing and gauging the quality of classroom communication beyond distributions and categories. In particular, by parsing detailed transcripts of actual classroom interaction, it invites reflective conversations on how three principles of skillful classroom communication may be practiced in the micro-moments of classroom interaction: (1) fostering an inviting classroom environment, (2) attending to student voices, and (3) balancing competing demands (FAB). Attention to the moment-by-moment complexity of the classroom also allows teachers to learn and practice the skill of noticing, the first step in an iterative cycle of noticing, reflecting, and practicing. That is, along with reflecting on what happened in a classroom, teachers must also learn to notice what is happening in the moment. The goal is to cultivate a mentality of micro-reflection—one that sensitizes teachers to the consequentiality of every move they make as they make them in the simultaneity and sequentiality of second-by-second classroom interaction.
}}

Waring2022

2023-02-08T18:11:23Z

HansunWaring:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Waring, Hansun
|Title=Stand-alone noticing as a resource for constructing the reflectable: The work of cultivating professional vision
|Tag(s)=EMCA; Language teacher education; Post-observation conference; noticing; Professional vision
|Key=Waring2022
|Year=2022
|Language=English
|Journal=Second Language Teacher Education
|Volume=1
|Number=1
|Pages=25-45
|Abstract=Language teacher educators have made compelling arguments for the importance
of fostering reflective practices. This paper explores how potential ‘reflectables’ may
be located and negotiated through the practice of noticing. Based on a conversa�tion analytic (CA) investigation of ‘stand-alone’ (not produced in conjunctions with
questions, advice, and assessment) noticings in mentor-trainee conversations, the
analysis shows how such noticing may be used to recalibrate the trainee’s reflective
gaze and develop their professional vision. Findings contribute to the small body of
video-based CA literature on post-observation conferences as well as the broader
literature on noticing as an interactional practice within the specific context of lan�guage teaching and learning
}}

Waring2022

2023-02-08T17:56:33Z

HansunWaring: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Waring, Hansun |Title=Stand-alone noticing as a resource for constructing the reflectable: The work of cultivating professional vision |..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Waring, Hansun
|Title=Stand-alone noticing as a resource for constructing the reflectable: The work of cultivating professional vision
|Tag(s)=EMCA;
|Key=Waring2022
|Year=2022
|Language=English
|Journal=Second Language Teacher Education
|Volume=1
|Number=1
|Pages=25-45
|Abstract=Language teacher educators have made compelling arguments for the importance
of fostering reflective practices. This paper explores how potential ‘reflectables’ may
be located and negotiated through the practice of noticing. Based on a conversa�tion analytic (CA) investigation of ‘stand-alone’ (not produced in conjunctions with
questions, advice, and assessment) noticings in mentor-trainee conversations, the
analysis shows how such noticing may be used to recalibrate the trainee’s reflective
gaze and develop their professional vision. Findings contribute to the small body of
video-based CA literature on post-observation conferences as well as the broader
literature on noticing as an interactional practice within the specific context of lan�guage teaching and learning
}}