June 6, 2019
5:00pm to 6:30pm
Haines 279

The Conversation Analysis Working Group invites you to join us for:  

Kristella Montiegel (UCLA, Sociology): "'Use Your Words': Other-initiated Repair as a Pedagogical Practice in an Oral Preschool Classroom for Children who are Deaf or Hard-of-Hearing"

I use Conversation Analysis to explore a puzzle of why instances of other-initiated repair of speakers’ utterances occur –and what kind of trouble is targeted– when there does not appear to be conversational problems in hearing, understanding, or speaking (i.e., grammatical errors). Specifically, I focus on teacher-initiated repair practices on students’ utterances in an oral preschool classroom for children who are Deaf or Hard-of-Hearing (D/HH). Analysis reveals repair trajectories that are consistently designed to display a problem of acceptability with the formulations of students’ responses, rather than a problem with communication, engendering a preference for non-minimal turn-design of students’ responses to teacher’s initial questions. However, in following this preference, these repairs go against norms of ordinary conversation, such as the preference for affiliative responses to certain first pair-part actions. I propose these repair trajectories as a unique, pedagogical practice and show how practices of other-initiated repair can be employed and how norms of everyday talk can be adapted to fulfill specialized institutional goals, as well as how teachers negotiate with students what is considered successful classroom participation. Attention will be paid on the types of sequential environments in which these teacher-initiated repair trajectories occur, as well as the resources involved that ultimately bring the teacher and student to the trouble-source solution – i.e., a non-minimal, extended, verbal response-formulation. Data is drawn from video-recordings of teacher-student interactions in one oral preschool classroom located in Los Angeles.