emcawiki - User contributions [en]

Cromdal-etal2018

2018-03-23T07:32:13Z

JakobCromdal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Jakob Cromdal; Susan Danby; Michael Emmison; Karin Osvaldsson; Charlotte Cobb-Moore
|Title=“Basically it's the Usual Whole Teen Girl Thing”: Stage-of-Life Categories on a Children and Young People's Helpline
|Tag(s)=EMCA; Membership Categorization Analysis; Counseling; In Press; Helplines;
|Key=Cromdal-etal2018
|Year=2018
|Language=English
|Journal=Symbolic Interaction
|Number=1
|Pages=25-44
|URL=http://onlinelibrary.wiley.com/doi/10.1002/symb.320/full
|DOI=10.1002/symb.320
|Abstract=This article explores the practices of membership categorization in the interactions of clients and counselors on a national Australian helpline (Kids Helpline [KHL]) for children and young persons. Our focus is on membership categories drawn from three membership category devices (MCDs): stage-of-life (SOL), age, and family. Analysis draws on data across different contact modalities—email and web-counseling sessions—to examine how category-generated features are relevantly occasioned, attended to, and managed by the parties in the course of interaction. This shows clients' use of MCDs in presenting their trouble and building a relevant case for their grievance. By examining counselors' subsequent receipts of the clients' complaints, we are able to trace some of the cultural knowledge that the clients' categorizations make relevant to the counselors. Moreover, the analysis demonstrates how the inherent flexibility of MCDs allows counselors to exploit these same categorial resources and to re-specify the clients' trouble in a more positive fashion to accomplish counseling work. In explicating how taken-for-granted notions of the lifespan as well as of family relations are mobilized by participants in KHL's sessions, the findings contribute to previous studies of social interaction in counseling, and to research on social identity and categorization more broadly.
}}

Rauniomaa-etal2018

2018-03-23T07:28:38Z

JakobCromdal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Mirka Rauniomaa; Pentti Haddington; Helen Melander; Anne-Danièle Gazin; Mathias Broth; Jakob Cromdal; Lena Levin; Paul McIlvenny;
|Title=Parsing tasks for the mobile novice in real time: Orientation to the learner's actions and to spatial and temporal constraints in instructing-on-the-move
|Tag(s)=EMCA; Driving; Cars; Instruction; Noticings; Mobility;
|Key=Rauniomaa-etal2018
|Year=2018
|Language=English
|Journal=Journal of Pragmatics
|Volume=128
|Pages=30-52
|URL=https://www.sciencedirect.com/science/article/pii/S0378216616307366
|DOI=doi.org/10.1016/j.pragma.2018.01.005
|Abstract=This paper studies parsing as a practice used in mobile instruction. The findings build on ethnomethodological conversation analysis and on observations made on video data that have been collected from three settings: skiing, driving a car and flying a plane. In the data, novice learners are instructed by more experienced instructors to accomplish variousmobile tasks. The paper shows how instructors use parsing to guide learners to carry out, step-by-step, the sub-actions that the ongoing mobile task (e.g. turning, landing) is composed of. The paper argues that parsing is a practice employed by instructors to highlight the sub-actions of a mobile task. Instructors may also use parsing to orientlearners to emergent problems to do with the timing, quality and order of the sub-actions in the performance of a complex mobile task. Finally, the paper shows that sometimes there is not enough time to parse an ongoing task, in which case the parsing can be carried out afterwards.
}}

Cromdal-etal2018

2018-03-21T19:05:42Z

JakobCromdal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Jakob Cromdal; Susan Danby; Michael Emmison; Karin Osvaldsson; Charlotte Cobb-Moore
|Title=“Basically it's the Usual Whole Teen Girl Thing”: Stage-of-Life Categories on a Children and Young People's Helpline
|Tag(s)=EMCA; Membership Categorization Analysis; Counseling; In Press; Helplines;
|Key=Cromdal-etal2017
|Year=2018
|Language=English
|Journal=Symbolic Interaction
|Number=1
|Pages=25-44
|URL=http://onlinelibrary.wiley.com/doi/10.1002/symb.320/full
|DOI=10.1002/symb.320
|Abstract=This article explores the practices of membership categorization in the interactions of clients and counselors on a national Australian helpline (Kids Helpline [KHL]) for children and young persons. Our focus is on membership categories drawn from three membership category devices (MCDs): stage-of-life (SOL), age, and family. Analysis draws on data across different contact modalities—email and web-counseling sessions—to examine how category-generated features are relevantly occasioned, attended to, and managed by the parties in the course of interaction. This shows clients' use of MCDs in presenting their trouble and building a relevant case for their grievance. By examining counselors' subsequent receipts of the clients' complaints, we are able to trace some of the cultural knowledge that the clients' categorizations make relevant to the counselors. Moreover, the analysis demonstrates how the inherent flexibility of MCDs allows counselors to exploit these same categorial resources and to re-specify the clients' trouble in a more positive fashion to accomplish counseling work. In explicating how taken-for-granted notions of the lifespan as well as of family relations are mobilized by participants in KHL's sessions, the findings contribute to previous studies of social interaction in counseling, and to research on social identity and categorization more broadly.
}}

Cromdal-etal2018

2018-03-21T19:04:39Z

JakobCromdal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Jakob Cromdal; Susan Danby; Michael Emmison; Karin Osvaldsson; Charlotte Cobb-Moore
|Title=“Basically it's the Usual Whole Teen Girl Thing”: Stage-of-Life Categories on a Children and Young People's Helpline
|Tag(s)=EMCA; Membership Categorization Analysis; Counseling; In Press; Helplines;
|Key=Cromdal-etal2017
|Year=2018
|Language=English
|Journal=Symbolic Interaction
|Number=1
|Pages=24-44
|URL=http://onlinelibrary.wiley.com/doi/10.1002/symb.320/full
|DOI=10.1002/symb.320
|Abstract=This article explores the practices of membership categorization in the interactions of clients and counselors on a national Australian helpline (Kids Helpline [KHL]) for children and young persons. Our focus is on membership categories drawn from three membership category devices (MCDs): stage-of-life (SOL), age, and family. Analysis draws on data across different contact modalities—email and web-counseling sessions—to examine how category-generated features are relevantly occasioned, attended to, and managed by the parties in the course of interaction. This shows clients' use of MCDs in presenting their trouble and building a relevant case for their grievance. By examining counselors' subsequent receipts of the clients' complaints, we are able to trace some of the cultural knowledge that the clients' categorizations make relevant to the counselors. Moreover, the analysis demonstrates how the inherent flexibility of MCDs allows counselors to exploit these same categorial resources and to re-specify the clients' trouble in a more positive fashion to accomplish counseling work. In explicating how taken-for-granted notions of the lifespan as well as of family relations are mobilized by participants in KHL's sessions, the findings contribute to previous studies of social interaction in counseling, and to research on social identity and categorization more broadly.
}}

Cromdal1999

2017-05-19T16:18:09Z

JakobCromdal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Jakob Cromdal
|Title=Childhood Bilingualism and Metalinguistic Skills: Analysis and Control in Young Swedish-English Bilinguals
|Key=Cromdal1999
|Year=1999
|Journal=Applied Psycholinguistics
|Volume=20
|Number=1
|Pages=1–20
|URL=http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=31949&fulltextType=RA&fileId=S0142716499001010
|Abstract=Several scholars have claimed that childhood bilingualism may enhance development of linguistic awareness. In the present investigation, metalinguistic ability is studied in terms of the dual skill components outlined by Bialystok and Ryan (1985): control of linguistic processing and analysis of linguistic knowledge. A total of 38 English–Swedish bilinguals, assigned to two groups according to relative proficiency, and 16 Swedish monolinguals, all aged 6 to 7 years, received three tasks: symbol substitution, grammaticality judgment, and grammaticality correction. Effects of general bilingualism were found on tasks requiring a high control of linguistic processing, thus replicating previous findings. The results indicated that a high degree of bilinguality may also enhance the development of linguistic analysis. Moreover, it was found that certain metalinguistic skills — especially control of processing — were more readily applied in the subjects' weaker language.
}}

CromdalAronsson-Ottosson2000

2017-05-19T16:17:26Z

JakobCromdal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Jakob Cromdal; Karin Aronsson-Ottosson;
|Title=Footing in bilingual play
|Tag(s)=EMCA; Goffman; Bilingual; Code-switching;
|Key=Cromdal2000
|Year=2000
|Journal=Journal of Sociolinguistics
|Volume=4
|Number=3
|Pages=435–457
|Institution=Linköping University, Faculty of Arts and Sciences
}}

Cromdal2006

2017-05-19T16:15:29Z

JakobCromdal:

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Jakob Cromdal;
|Title=Socialization
|Tag(s)=EMCA; Childhood; CA and Sociology;
|Key=Cromdal2006
|Publisher=Elsevier
|Year=2006
|Edition=2
|Booktitle=Encyclopedia of language and linguistics :
|Pages=462–466
|Institution=Linköping University, Department of Communications Studies
|Note=Vol. 11, Pragmatics, Ed. Jacob Mey
}}

Cromdal2006a

2017-05-19T16:14:32Z

JakobCromdal:

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Jakob Cromdal; Karin Osvaldsson;
|Title=Managing and Exploiting Interruption in Multiparty Talk
|Tag(s)=EMCA; Interruptions; Overlap;
|Key=Cromdal2006a
|Publisher=Nova Publishers
|Year=2006
|Booktitle=Advances in Communications and Media Research :
|Pages=103–127
|Institution=Linköping University, Department of Child Studies
}}

Cromdal2007

2017-05-19T16:13:44Z

JakobCromdal:

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Jakob Cromdal; Michael Tholander; Karin Aronsson
|Title=“Doing reluctance”: managing delivery of assessments in peer evaluation
|Editor(s)=Alexa Hepburn; Sally Wiggins;
|Tag(s)=EMCA; Discursive Psychology; PBLtutorials
|Key=Cromdal2007
|Publisher=Cambridge University Press
|Year=2007
|Chapter=11
|Address=Cambridge
|Booktitle=New Approaches to Psychology and Interaction
|Pages=203-223
|URL=http://www.cambridge.org/ar/academic/subjects/psychology/social-psychology/discursive-research-practice-new-approaches-psychology-and-interaction
|ISBN=9780521614092
}}

Cromdal-Persson-Thunqvist-Osvaldsson2012

2017-05-19T16:06:31Z

JakobCromdal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Jakob Cromdal; Daniel Persson-Thunqvist; Karin Osvaldsson;
|Title=“SOS 112 what has occurred?” Managing openings in children's emergency calls
|Tag(s)=EMCA; Emergency Calls; Children; Opening sequences;
|Key=Cromdal2012b
|Year=2012
|Journal=Discourse, Context & Media
|Volume=1
|Number=4
|Pages=183–202
|URL=http://www.sciencedirect.com/science/article/pii/S2211695812000475
|DOI=10.1016/j.dcm.2012.10.002
|Abstract=This article examines the initial exchanges in calls to the Swedish emergency services, focusing on callers’ responses to the standardised opening phrase SOS one one two, what has occurred?. Comparisons across three age groups – children, teenagers, and adults – revealed significant differences in caller behaviour. Whereas teenagers and adults offered reports of the incident, child callers were more prone to request dispatch of specific assistance units. This pattern was only observable when children were accompanied by an adult relative, which leads us to propose that child callers may be operating under prior adult instruction concerning how to request help. The second part of the analysis examines the local organisation of participants’ actions, showing how turn-design and sequencing manifest the local concerns of the two parties. The analysis thus combines quantitative and qualitative methods to explore the ways through which the parties jointly produce an early sense of emergency incidents. These results are discussed in terms of children’s agency and competence as informants granted to them by emergency operators, and how such competence ascriptions run against commonsense conceptualisations of children as less-than-full-fledged members of society.
}}

Cromdal2012a

2017-05-19T16:05:56Z

JakobCromdal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Jakob Cromdal; Håkan Landqvist; Daniel Persson-Thunqvist; Karin Osvaldsson;
|Title=Finding out what's happened: Two procedures for opening emergency calls
|Tag(s)=EMCA; Conversation Analysis; Ethnomethodology; Emergency Calls; Helplines; Institutional interaction; Service calls; Work; Talk-in-interaction;
|Key=Cromdal2012a
|Year=2012
|Journal=Discourse Studies
|Volume=14
|Number=4
|Pages=371-397
|URL=http://dis.sagepub.com/content/14/4/371.short
|DOI=10.1177/1461445612439960
|Abstract=This article examines two corpora of telephone calls to the Swedish emergency services SOS-Alarm. The focus of analysis is on the procedural consequentiality of the routine opening by the operator. In the first corpus, the summons are answered by identification of the service via the emergency number. In the second corpus, the protocol has been altered, such that the opening entails the emergency number combined with a standard query concerning the nature of the incident. Through sequential and categorial analysis of the two collections, we highlight the distinct trajectories of action ensuing from the two opening protocols. The stand-alone emergency number opening typically results in callers asking for a specific service. In contrast, opening turns that end with a direct query about the incident tend to solicit brief descriptions of the trouble. We discuss the benefits of the latter procedure in terms of topical progression and institutional relevance, proposing that the work of emergency assistance agencies worldwide might consider implementing opening routines with a similar design.
}}

Osvaldsson2012

2017-05-19T16:05:19Z

JakobCromdal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Karin Osvaldsson; Daniel Persson-Thunqvist; Jakob Cromdal;
|Title=Comprehension checks, clarifications, and corrections in an emergency call with a
nonnative speaker of Swedish
|Tag(s)=EMCA; IL; Adult–child interaction; clarifications; comprehension; conversation analysis; emergency calls; institutional interaction; nonnative speaker;
|Key=Osvaldsson2012
|Year=2012
|Journal=The International Journal of Bilingualism
|Volume=17
|Number=2
|Pages=205–220
|DOI=10.1177/1367006912441420
|Abstract=This article reports on a case study of an emergency call with a 12-year-old girl, who is
hearably not a native speaker of Swedish. A sequential analysis of the recorded call revealed two interesting interactional practices through which the participants can be seen to pursue mutual understanding. The first type of practice involves the participants’ orientation toward potential or projected problems of comprehension and should therefore be understood in terms of preemptive management of mutual understanding. This is chiefly accomplished by either party (a) making sure that the other party has understood; (b) checking the correctness and adequacy of one’s own understanding; and finally (c) displaying one’s own understanding of the other party en passant, that is, without requiring the other party’s confirmation. The second type of practice, commonly known as conversational repair, is used to deal with established problems of comprehension. The methods through which these problems are managed involve (d) repeating and paraphrasing preceding turns or their problematic fragments; (e) finding
alternative ways of talking about demonstrably noncomprehended information; and finally (f) postponing such problematic exchanges. The study demonstrates that despite the institutionally asymmetric character of emergency calls, both participants are actively engaged in working toward intersubjectivity, and the analysis identifies several different ways through which the parties orient to and handle interactional trouble so as to secure mutual comprehension in a socially smooth yet efficient manner.
}}

Cromdal2014

2017-05-19T16:04:01Z

JakobCromdal:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Jakob Cromdal; Michael Tholander;
|Title=Morality in professional practice
|Tag(s)=EMCA; Morality; Institutional interaction;
|Key=Cromdal2014
|Year=2014
|Journal=Journal of Applied Linguistics and Professional Practice
|Volume=9
|Number=2
|Pages=155–164
|Institution=Linköping University, Education, Teaching and Learning
}}

Broth-etal2017

2017-05-19T16:02:26Z

JakobCromdal:

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Mathias Broth; Jakob Cromdal; Lena Levin
|Title=Starting Out as a Driver: Progression in Instructed Pedal Work
|Editor(s)=Åsa Mäkitalo; Per Linell; Roger Säljö
|Tag(s)=EMCA; Mobility; Learning; Driving
|Key=Broth2017
|Year=2017
|Booktitle=Memory Practices and Learning: Interactional, Institutional and Sociocultural Perspectives
|URL=http://www.infoagepub.com/products/Memory-Practices-and-Learning
}}

Huq2017

2017-05-19T16:01:45Z

JakobCromdal:

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Rizwan-ul Huq; Katarina Eriksson Barajas; Jakob Cromdal;
|Title=Sparkling, wrinkling, softly tinkling : on poetry and word meaning in a bilingual primary classroom
|Tag(s)=EMCA; Bilingualism; Classroom interaction; Språkundervisning; Främmandespråksinlärning; Poesi; Lågstadiet; Bangladesh
|Key=Huq2017
|Publisher=Springer Singapore
|Year=2017
|Booktitle=Children’s knowledge-in-interaction : studies in conversation analysis
|Pages=189–209
|DOI=10.1007/978-981-10-1703-2_11
|ISBN=9789811017032
|Institution=Linköping University, Education, Teaching and Learning
|Abstract=In this chapter we discuss the use of poetry in a bilingual language classroom. The analysis draws on video recordings of an English lesson in third grade taking place in an English-medium school in Bangladesh. During the session, dedicated to the poem “Waters” by E.H. Newlin, the teacher performs a structured reciting of a poem, while at the same time engaging the students in joint explorative discussions of the meaning of individual words, as well as the holistic sense of the poem. Through sequential and multimodal analysis of the interaction, we explore the methods by which the two instructional orientations are pursued throughout the session, highlighting in particular the role of multimodal action design and language alternation. The chapter offers a participant-oriented account of literary aesthetics in bilingual instruction.
}}

Broth-etal2017

2017-05-19T15:58:38Z

JakobCromdal:

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Mathias Broth; Jakob Cromdal; Lena Levin
|Title=Starting Out as a Driver: Progression in Instructed Pedal Work
|Editor(s)=Åsa Mäkitalo; Per Linell; Roger Säljö
|Tag(s)=EMCA;
|Key=Broth2017
|Year=2017
|Booktitle=Memory Practices and Learning: Interactional, Institutional and Sociocultural Perspectives
|URL=http://www.infoagepub.com/products/Memory-Practices-and-Learning
}}

Huq2017

2017-05-19T15:58:02Z

JakobCromdal:

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Rizwan-ul Huq; Katarina Eriksson Barajas; Jakob Cromdal;
|Title=Sparkling, wrinkling, softly tinkling : on poetry and word meaning in a bilingual primary classroom
|Tag(s)=Språkundervisning; Främmandespråksinlärning; Poesi; Lågstadiet; Bangladesh
|Key=Huq2017
|Publisher=Springer Singapore
|Year=2017
|Booktitle=Children’s knowledge-in-interaction : studies in conversation analysis
|Pages=189–209
|DOI=10.1007/978-981-10-1703-2_11
|ISBN=9789811017032
|Institution=Linköping University, Education, Teaching and Learning
|Abstract=In this chapter we discuss the use of poetry in a bilingual language classroom. The analysis draws on video recordings of an English lesson in third grade taking place in an English-medium school in Bangladesh. During the session, dedicated to the poem “Waters” by E.H. Newlin, the teacher performs a structured reciting of a poem, while at the same time engaging the students in joint explorative discussions of the meaning of individual words, as well as the holistic sense of the poem. Through sequential and multimodal analysis of the interaction, we explore the methods by which the two instructional orientations are pursued throughout the session, highlighting in particular the role of multimodal action design and language alternation. The chapter offers a participant-oriented account of literary aesthetics in bilingual instruction.
}}

Cromdal2011

2017-05-10T09:59:59Z

JakobCromdal:

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Jakob Cromdal;
|Title=Gender as a practical concern in children's management of play participation
|Editor(s)=Susan A. Speer; Elizabeth H. Stokoe;
|Tag(s)=EMCA; Children; Gender; Children's play; Participation; MCA;
|Key=Cromdal2011
|Publisher=Cambridge University Press
|Year=2011
|Address=Cambridge
|Booktitle=Conversation and gender
}}

CromdalAronsson-Ottosson2000

2017-05-10T09:56:41Z

JakobCromdal: BibTeX auto import 2017-05-10 09:56:40

{{BibEntry
|Key=Cromdal243190
|Key=Cromdal243190
|Title=Footing in bilingual play
|Author(s)=Jakob Cromdal; Karin Aronsson-Ottosson;
|Tag(s)=
|Institution=Linköping University, Faculty of Arts and Sciences
|BibType=ARTICLE
|Year=2000
|Journal=Journal of Sociolinguistics
|Volume=4
|Number=3
|Pages=435–457
}}

Cromdal2006a

2017-05-10T09:56:41Z

JakobCromdal: BibTeX auto import 2017-05-10 09:56:41

{{BibEntry
|Key=Cromdal258713
|Key=Cromdal258713
|Title=Managing and Exploiting Interruption in Multiparty Talk
|Author(s)=Jakob Cromdal; Karin Osvaldsson;
|Tag(s)=
|Institution=Linköping University, Department of Child Studies
|Booktitle=Advances in Communications and Media Research :
|BibType=INCOLLECTION
|Publisher=Nova Publishers
|Year=2006
|Pages=103–127
}}

Cromdal2014

2017-05-10T09:56:41Z

JakobCromdal: BibTeX auto import 2017-05-10 09:56:41

{{BibEntry
|Key=Cromdal799311
|Key=Cromdal799311
|Title=Morality in professional practice
|Author(s)=Jakob Cromdal; Michael Tholander;
|Tag(s)=
|Institution=Linköping University, Education, Teaching and Learning
|BibType=ARTICLE
|Year=2014
|Journal=Journal of Applied Linguistics and Professional Practice
|Volume=9
|Number=2
|Pages=155–164
}}

Huq2017

2017-05-10T09:56:41Z

JakobCromdal: BibTeX auto import 2017-05-10 09:56:41

{{BibEntry
|Key=Huq1045589
|Key=Huq1045589
|Title=Sparkling, wrinkling, softly tinkling : on poetry and word meaning in a bilingual primary classroom
|Author(s)=Rizwan-ul Huq; Katarina Eriksson Barajas; Jakob Cromdal;
|Tag(s)=Språkundervisning; Främmandespråksinlärning; Poesi; Lågstadiet; Bangladesh
|Institution=Linköping University, Education, Teaching and Learning
|Booktitle=Children’s knowledge-in-interaction : studies in conversation analysis
|ISBN=9789811017032
|BibType=INCOLLECTION
|Year=2017
|Pages=189–209
|DOI=10.1007/978-981-10-1703-2_11
|Abstract=In this chapter we discuss the use of poetry in a bilingual language classroom. The analysis draws on video recordings of an English lesson in third grade taking place in an English-medium school in Bangladesh. During the session, dedicated to the poem “Waters” by E.H. Newlin, the teacher performs a structured reciting of a poem, while at the same time engaging the students in joint explorative discussions of the meaning of individual words, as well as the holistic sense of the poem. Through sequential and multimodal analysis of the interaction, we explore the methods by which the two instructional orientations are pursued throughout the session, highlighting in particular the role of multimodal action design and language alternation. The chapter offers a participant-oriented account of literary aesthetics in bilingual instruction.
}}

Cromdal2006

2017-05-10T09:56:40Z

JakobCromdal: BibTeX auto import 2017-05-10 09:56:40

{{BibEntry
|Key=Cromdal252806
|Key=Cromdal252806
|Title=Socialization
|Author(s)=Jakob Cromdal;
|Tag(s)=
|Edition=2
|Institution=Linköping University, Department of Communications Studies
|Booktitle=Encyclopedia of language and linguistics :
|BibType=INCOLLECTION
|Publisher=Elsevier
|Year=2006
|Pages=462–466
|Note=Vol. 11, Pragmatics, Ed. Jacob Mey
}}