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Becoming a Member in Social Worlds

: The interface of learning and socialization in L2 interactions
Edited by Klara Skogmyr Marian and Simona Pekarek Doehler
[Language, Interaction and Acquisition 16:1] 2025
► pp. 132–167

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Occasioning and re-occasioning learnables in a cooking class

ORCiD logo with link | Kobe University
 | Doshisha University
Published online: 9 October 2025
DOI logo with link
https://doi.org/10.1075/lia.23043.gre
Abstract
This study uses multimodal conversation analysis to explore “re-occasionings” in multilingual interaction recorded at a cooking school in Okinawa, Japan. We first examine the initial occurrence of a phrase that is treated as learnable by the recipients. We then consider how successive (re)orientations to shared interactional history with this phrase shape the trajectory of the activity across a period of 15 minutes. L1 contributions make the learners’ online (mis)understandings amenable to repair and occasion other formulations as requiring clarification. By embedding learnables within complex multimodal gestalts, the instructor provides the learners with further opportunities to hear the target phrase and understand it beyond its base definition. The learners display their evolving understanding of the learnables, which contributes to their socialization in terms of language use, cooking proficiency, and familiarity with the classroom pedagogical approach.
Résumé
Cette étude utilise l’analyse conversationnelle multimodale pour explorer les « re-occasionings » (`réoccurrences’) dans une interaction plurilingue (anglais/japonais) enregistrée dans une école de cuisine à Okinawa, au Japon. Nous examinons tout d’abord la première occurrence d’une phrase produite par l’enseignant qui est traitée comme un potential objet d’apprentissage par les élèves. Nous analysons comment les (ré)orientations successives vers cette phrase façonnent la trajectoire de l’activité sur une durée de 15 minutes. Des contributions en L1 permettent de réparer les (in)compréhensions des apprenants et conduisent à d’autres formulations nécessitant une clarification. En intégrant les objets d’apprentissage dans des gestalts multimodales complexes, l’enseignant fournit aux apprenants des occasions supplémentaires d’entendre la phrase cible et de l’utiliser au-delà de la définition de base. Les apprenants montrent leur compréhension des objets d’apprentissage et comment elle évolue au cours de l’activité, ce qui contribue à leur socialisation en termes d’utilisation de la langue, de compétence culinaire et de familiarité avec l’approche pédagogique de la classe.
Article outline
  • 1.Introduction
  • 2.Learnables and micro-longitudinal CA
  • 3.Background
  • 4.Analysis
    • 4.1Occasioning a learnable
    • 4.2Re-occasionings
  • 5.Discussion
  • Notes
  • References
References (51)
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