Abstract
Ethnomethodology (EM) is an approach through which researchers consider the meaning making behind everyday activities. Related to EM, Conversation Analysis (CA) uses specific transcription conventions to examine social interaction in talk. Through an EM-informed CA approach, this chapter applies CA conventions to interviews with novice language/literacy teachers. Their verbal efforts to construct teacher identities that focused on social justice-oriented education serve as the context through which we examine methodological concepts such as turn-taking, voice inflection, and narrative constructions in relation to CA.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Anglin, J. L., & Smagorinsky, P. (2014). Hip-hop Hamlet: Hybrid interpretive discourse in a suburban high school English class. Dialogic Pedagogy: An International Online Journal, 2, 41–69. doi:10.5195/dpj.2014.73. Available at http://dpj.pitt.edu/ojs/index.php/dpj1/article/view/73/55
Atkinson, J. M., & Heritage, J. (Eds.). (1984). Structures of social action: Studies in conversation analysis. New York: Cambridge University Press.
Baker, C. D. (1997a). Ticketing rules: Categorisation and moral ordering in a school staff meeting. In S. Hester & P. Eglin (Eds.), Culture in action: Studies in membership categorisation analysis (Vol. 4, pp. 78–98). Washington, DC: University Press of America.
Baker, C. D. (1997b). Membership categorisation and interview accounts. In D. Silverman (Ed.), Qualitative research: Theory, method and practice (pp. 130–143). Thousand Oaks: Sage.
Billig, M. (1999). Whose terms? Whose ordinariness? Rhetoric and ideology in conversation analysis. Discourse and Society, 10, 543–558.
Christoph, J., & Nystrand, M. (2001). Taking risks, negotiating relationships: One teacher’s transition toward a dialogic classroom. Research in the Teaching of English, 36, 249–286.
Crozet, C., & Liddicoat, A. J. (1997). Teaching culture as an integrated part of language teaching: An introduction. In A. J. Liddicoat & C. Crozet (Eds.), Australian Review of Applied Linguistics, Series S, number 14 (pp. 1–22). Sydney: Applied Linguistics Association of Australia.
Emanuelsson, J., & Sahlström, F. (2008). The price of participation: Teacher control versus student participation in classroom interaction. Scandinavian Journal of Educational Research, 52(2), 205–223.
Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs: Prentice-Hall.
Garfinkel, H. (2002). Ethnomethodology’s program: Working out Durkheim’s aphorism. Lanham: Rowman and Littlefield.
Hellerman, J. (2006). Classroom interactive practices for developing L2 literacy: A microethnographic study of two beginning adult learners of English. Applied Linguistics, 27(3), 377–404.
Jefferson, G. (1984). Notes on some orderlinesses of overlap onset. In V. D’Urso & P. Leonardi (Eds.), Discoure analysis and natural rhetoric (pp. 11–38). Padua: Cleup Editore.
Juzwik, M. M., Nystrand, M., Kelly, S., & Sherry, M. B. (2008). Oral narrative genres as dialogic resources for classroom literature study: A contextualized case study of conversational narrative discussion. American Educational Research Journal, 45(4), 1111–1154.
Leander, K. M., & Prior, P. (2003). Speaking and writing: How talk and text interact in situated practices. In C. Bazerman & P. Prior (Eds.), What writing does and how it does it: An introduction to analysis of text and textual practice (pp. 201–238). Mahwah: Erlbaum.
Marshall, J. D., Smagorinsky, P., & Smith, M. W. (1995). The language of interpretation: Patterns of discourse in discussions of literature, NCTE research report no. 27. Urbana: National Council of Teachers of English.
Maynard, D. W., & Clayman, S. E. (1991). The diversity of ethnomethodology. Annual Review of Sociology, 17, 385–418.
Mehan, H. (1991). The school’s work of sorting students. In D. Boden & D. H. Zimmerman (Eds.), Talk and social structure: Studies in ethnomethodology and conversation analysis. Los Angeles: University of California Press.
Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.
Pomerantz, A., & Fehr, B. J. (1997). Conversation analysis: An approach to the study of social action as sense making practices. In T. A. van Dijk (Ed.), Discourse as social interaction (Vol. 2, pp. 64–91). Thousand Oaks: Sage.
Rapley, T. (2012). The (extra)ordinary practices of qualitative interviewing. In J. F. Gubrium, J. A. Holstein, A. Marvasti, & K. McKinney (Eds.), The SAGE handbook of interview research: The complexity of the craft (pp. 541–554). Thousand Oaks: Sage.
Rivers, J. L. (1989, March). Is this peer coaching? Conversation analysis of a teacher conference. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Roulston, K. (2001). Introducing ethnomethodological analysis to the field of music education. Music Education Research, 3(2), 121–142.
Roulston, K. (2006). Close encounters of the ‘CA’ kind: A review of literature analysing talk in research interviews. Qualitative Research, 6(4), 515–534.
Sacks, H. (1984). Notes on methodology. In J. Heritage & J. Maxwell Atkinson (Eds.), Structures of social action: Studies in conversation analysis (pp. 2–27). Cambridge, UK: Cambridge University Press.
Sacks, H. (1992). Lectures on conversation (Vols. 1–2, G. Jefferson, Ed.). Oxford: Blackwell.
Sacks, H., & Schegloff, E. A. (1973). Opening up closings. Semiotica, 8, 289–327.
Sacks, H., Schegloff, E. A., & Jefferson, G. (1978). A simple systematics for the organization of turn taking in conversation. In J. Schenkein (Ed.), Studies in the organization of conversational interaction (2nd ed., pp. 7–55). New York: Academic.
Sidnell, J. (2010). Conversation analysis: An introduction. Chichester: Wiley-Blackwell.
Smagorinsky, P., & Fly, P. K. (1993). The social environment of the classroom: A Vygotskian perspective on small group process. Communication Education, 42, 159–171.
Smagorinsky, P., & O’Donnell-Allen, C. (1998). Reading as mediated and mediating action: Composing meaning for literature through multimedia interpretive texts. Reading Research Quarterly, 33, 198–226.
Smagorinsky, P., Cameron, T., & O’Donnell-Allen, C. (2007). Achtung maybe: A case study of the role of personal connection and art in the literary engagement of students with attentional difficulties. Reading & Writing Quarterly, 23, 333–358.
Speer, S. A., & Stokoe, E. (Eds.). (2011). Conversation and gender. New York: Cambridge University Press.
Stokoe, E. (2010). ‘I’m not gonna hit a lady’: Conversation analysis, membership categorization and men’s denials of violence towards women. Discourse and Society, 21, 59–82.
ten Have, P. (1986). Methodological issues in conversation analysis. Bulletin de Méthodologie Sociologique, 27, 23–51.
ten Have, P. (2004). Understanding qualitative research and ethnomethodology. Thousand Oaks: Sage.
Waring, H. Z. (2012). Yes-no questions that convey a critical stance in the language classroom. Language and Education: An International Journal, 26(5), 451–469.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this chapter
Cite this chapter
Anne Shelton, S., Smagorinsky, P. (2017). Conversation Analysis and Language/Literacy Teacher Identity Construction in Interviews. In: Mirhosseini, SA. (eds) Reflections on Qualitative Research in Language and Literacy Education. Educational Linguistics, vol 29. Springer, Cham. https://doi.org/10.1007/978-3-319-49140-0_9
Download citation
DOI: https://doi.org/10.1007/978-3-319-49140-0_9
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-49138-7
Online ISBN: 978-3-319-49140-0
eBook Packages: EducationEducation (R0)