Rautiainen2026
| Rautiainen2026 | |
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| BibType | INBOOK |
| Key | Rautiainen2026 |
| Author(s) | Iira Rautiainen |
| Title | Shared Interactional Competence and the Practical Achievement of With: Progressing Joint Work in Crisis Management Training |
| Editor(s) | Pascal Hohaus, Violeta Stojičić |
| Tag(s) | EMCA, Crisis management training, Collaborative work, ELF, Interactional competence |
| Publisher | Brill |
| Year | 2026 |
| Language | English |
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| Pages | 121-144 |
| URL | Link |
| DOI | https://doi.org/10.1163/9789004758636-007 |
| ISBN | 978-90-04-75863-6 |
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| Howpublished | |
| Book title | Conflict Resolution: Exploring the Interface of Language and Education |
| Chapter | 6 |
Abstract
Interaction is an important tool for building and maintaining relationships as well as progressing joint work in crisis management training and missions in conflict areas. This chapter focuses on grassroots-level work, the training of civilian experts who are to be deployed to conflict areas. As the trainees learn skills and practices in the training, they also learn about collaborative work as part of the crisis management community. English is the lingua franca (ELF) and working language in the training, where most trainees are not native English speakers. Interactional competence is a central concept in the study of language learning and second language acquisition, and the examination typically focuses on the individual and their competence. In this study, I expand on the concept of interactional competence and explore its nature as a shared endeavor in task-oriented learning settings. I use ethnomethodological conversation analysis (EMCA) to analyze video recordings of real-life moments of interaction in a civilian crisis management training course where participants are involved in collaborative task-based activities in a simulated scenario. Focusing on team-internal interaction and the team’s achievement of progressing their work as a with, I examine a series of moments where the team works together to accomplish their task. The findings indicate how, through collaborative efforts, the team works as a unit instead of a group of individuals. I also discuss aspects relevant to pedagogies of conflict management, such as collaboration and communication skills, in critical working settings.
Notes
