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By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
20230719T101520230719T1315Europe/Amsterdam[SYMP42] Language, work and vocational education: teaching, training and learning through language use in professional contextsHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Disclaiming knowledge in research group meetings: managing expertise and epistemic positions for joint knowledge construction
Oral Presentation[SYMP42] Language, work and vocational education: teaching, training and learning through language use in professional contexts10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
The management of participants' epistemic positionings has been observed as essential for the organization and accomplishment of work activities in research settings (Goodwin, 2018). In workplace interaction and generally in conversation, knowledge domains are made relevant in courses of action as participants are continuously monitoring their relative epistemic status vis-à-vis each other (Heritage, 2012). Scientists anchor knowledge relations in expert-novice categories, but they also locally manage epistemic imbalances and construct expertise in interaction, as do other professionals (Harms et al., 2021). With an interest in the pedagogical dimension of scientific research work, this study investigates the interactional management of expertise in knowledge construction activities that take place in research group meetings. The focus is on instances where the participants make explicit claims of lack of knowledge (e.g., "I have to reveal my ignorance completely"), that is, epistemic disclaimers.Drawing on ethnomethodological and conversation analytic work, the analysis focuses on epistemic disclaimers in their sequential contexts, as well as the local management of expert-novice relations.The analyzed data is part of a microethnographical work that involved participant observation and video recordings at a research program in Chemistry at a Swedish university. The multimodal sequential analysis revealed epistemic disclaimers occurring in different interactional contexts, in terms of their position in the sequence and in turn construction units. With a focus on epistemic disclaimers that occur in first pair-parts, which are an under-examined phenomenon (Weatherall, 2011), the analysis explores how experienced researchers may employ disclaimers to frame and recast questions as genuine rather than known-answer questions. The results of the study thus evidence the interplay between downgrading epistemic stance and attributing rights and responsibilities with respect to knowledge and scientific expertise. The paper also shows how multimodal practices are employed to project epistemic status (mostly gaze direction) and the ways in which participants are held accountable for epistemic positions that are built in the interaction's history. In the analyzed cases, epistemic disclaimers are used as resources for mobilizing participation, working to open the floor by positioning other co-participants as more knowledgeable, which is argued to be oriented to encouraging collaboration and to creating environments for joint construction of scientific knowledge. Finally, the study sheds light on ways in which pedagogical work is an "oriented-to" feature of social interaction that is managed in situated activities.
References: Goodwin, C. (2018). Co-operative Action. Cambridge University Press. Harms, P., Koole, T., Stukker, N., & Tulleken, J. (2021). Expertise as a domain of epistemics in intensive care shift-handovers. Discourse Studies, 23(5), 636–651. Heritage, J. (2012). Epistemics in Action: Action Formation and Territories of Knowledge. Research on Language and Social Interaction, 45(1), 1–29. Weatherall, A. (2011). I don't know as a Prepositioned Epistemic Hedge. Research on Language and Social Interaction, 44(4), 317–337.
Entering healthcare institutions in Italy: from CARM to local professional communities
Oral Presentation[SYMP42] Language, work and vocational education: teaching, training and learning through language use in professional contexts10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
Developed by Stokoe (2014) to train professionals working in communication-rich contexts like hospitals and tribunals, the Conversation Analytic Role-Play Method (CARM) takes research findings as a basis for training. It uses anonymised extracts from authentic conversations, recorded in situ as part of the daily work of institutions, to enable trainees to learn from what happens. Over the last decade, CARM has been used in Dialogue Interpreting (Niemants/Stokoe 2012; Wadensjö 2014) and can prove beneficial to train interpreting students (IS) and trainers, as well as practising interpreters and service providers (Niemants et al. forthcoming). I will here focus on IS in higher education and argue that CARM may be suitable not only for language specific courses involving single language pairs, but also for monolingual courses such as the one introduced at the Department of Interpreting and Translation (University of Bologna) in 2020. The aim of this 30-hour course is to foster discussion on relevant theory, starting from the practice of interpreters in e.g. healthcare consultations, asylum-seeking interviews, and business meetings, thereby preparing the theoretical ground of 32 IS before they start their additional 20-hour role-play exercises per language pair in smaller groups. My presentation will show how IS enter the healthcare setting: through the multimodal analysis of video recordings collected in 2022, I will explain how I play extracts synchronized with the transcripts, stop them at relevant choice points and ask IS to produce the next turn/action, collecting some alternatives and discussing their potential consequences before playing what is coming next. I will also show how I deepen some of the issues raised through CARM by asking subgroups of IS to read, discuss and then share with the class the key points of some written materials, or by doing multilingual role-plays. To document IS's immediate perceptions and changes with respect to this setting, I will present the results of a pre and post-questionnaire. I will conclude on the main outcomes of a focus group involving IS who attended the course in 2020 and then started working in local healthcare institutions. My aim is to show how, and to what extent, CARM helps IS get to know a professional community and build up relevant skills and competencies before they actually enter the communication- and interpreting-rich institution this community works in. Niemants, N., Stokoe, E. (2017) "Using CARM in healthcare interpreter education" in Teaching Dialogue Interpreting: Research-based proposal for higher education, L. Cirillo & N. Niemants (eds). Amsterdam/Philadelphia, Benjamins: 293–321. Niemants, N., Hansen, J., Stokoe, E. (frth) "The Conversation Analytic Role-Play Method: How authentic data meet simulations for interpreter training" in Routledge Handbook on Public Service Interpreting, L. Gavioli & C. Wadensjö (eds.) Stokoe, E. (2014) "The Conversation Analytic Role-play Method (CARM): A Method for Training Communication Skills as an Alternative to Simulated Role-play", Research on Language and Social Interaction 47(3): 255–65. Wadensjö, C. (2014) "Perspectives on Role-Play: Analysis, Training and Assessments", The Interpreter and Translator Trainer 8(3): 437–51.
Presenters Natacha Niemants Associate Professor, Alma Mater Sudiorum- Università Di Bologna
Multimodal Interactional Competences in Dialogue Interpreting Training
Oral Presentation[SYMP42] Language, work and vocational education: teaching, training and learning through language use in professional contexts10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
Interpreting studies have highlighted specific skills for Dialogue Interpreting (DI) when compared to Conference Interpreting. According to Wadensjö's seminal book "Interpreting as Interaction" (1998), DI is an interpreter-mediated multilingual interaction. Consequently, the interpreter plays an active role in the co-construction of meaning and in coordinating participation between primary participants who do not speak the other language (Baraldi & Gavioli, 2012). Such a role requires interactional skills. In the case of DI, they broadly include the knowledge of the socio-linguistic specificities and the setting-specific practices one may find in public service contexts, international business meetings, or in TV programmes. In all these different DI domains, participants make use of corporal nonverbal semiotic resources such as body movement, gesture, gaze and posture, also referred to as multimodal resources. The recognition that these resources play an important role in the achievement of the interpreter's coordinating task (Davitti 2019, Vranjes et al, 2019) raises the question whether they should be considered as part of interactional competences to be trained. If they are, « what are the procedures through which they can be recognized, legitimized and possibly assessed in the course of practical activities? » (Pekarek Doehler et al, 2017, p.3). DI role-plays are one example of such activities. In this contribution, I will present some preliminary results of a qualitative study following a multimodal conversation analysis method. The corpus consists of video-recorded French-Italian role-plays performed by 10 interpreting students. These recordings were then transcribed and annotated with ELAN[1]. I will select specific moments of the role-plays in which students make use of nonverbal bodily semiotic resources that can be considered as forms of interactional competences. I will cross reference this analysis with excerpts of semi-directed self-reflection interviews which took place with the same students 2 months after the role-plays. During these interviews, the students were given the opportunity to watch and analyse their own performance. The recording of these interviews gives access to the students' intentions and level of multimodal interactional awareness. The aim is two-fold: to present some of the multimodal competences found in the corpus of role-plays and to show how the results of multimodal conversational analysis can help highlight hidden or unexploited interactional competences.
Baraldi, C., & Gavioli, L. (2012). Coordinating Participation in Dialogue Interpreting. John Benjamins Publishing. Davitti, E. (2019). Methodological explorations of interpreter-mediated interaction : Novel insights from multimodal analysis. Qualitative Research, 19(1), 7‑29. https://doi.org/10.1177/1468794118761492 Pekarek Doehler, S. et al. (Ed.). (2017). Interactional competences in institutional settings: From school to the workplace. London: Palgrave Macmillan. Vranjes, J., Bot, H., Feyaerts, K., & Brône, G. (2019). Affiliation in interpreter-mediated therapeutic talk : On the relationship between gaze and head nods. Interpreting, 21(2), 220‑244. https://doi.org/10.1075/intp.00028.vra Wadensjo, C. (1998). Interpreting As Interaction. Longman. [1] ELAN (Version 6.1) [Computer software]. (2022). Nijmegen: Max Planck Institute for Psycholinguistics, The Language Archive. Retrieved from https://archive.mpi.nl/tla/elan
Presenters Marieke De Koning PhD Student, Alma Mater Sudiorum- Università Di Bologna
Exploring Chinese medical students’ communication pattern in delivering bad news using an ethnographic discourse analysis approach: a case study in Hong Kong
Oral Presentation[SYMP42] Language, work and vocational education: teaching, training and learning through language use in professional contexts10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
Breaking bad news is inevitable for prospective doctors, it is important for medical students to learn how to humanely communicate devastating news to patients. This study explores the discourse strategies used by Chinese medical students when conducting critical conversations via role-play scenarios.
Fifty Year-6 medical students attending the 'Serious Illness Communication Module' were recruited from a local medical school in Hong Kong. They were asked to participate voluntarily in two role-play scenarios requiring them to break bad news to a simulated patient in Cantonese. The verbal interactions were video-recorded and analysed using an ethnographic discourse approach to unpack the quality of the observed interaction sequences and identify the discourse strategies strategically used by the medical students to overcome any communication breakdowns (e.g. linguistic expressions conveying diagnoses) and show empathy to patients.
Six discourse strategies for delivering bad news were identified in the Chinese context: (1) placing great emphasis on patients' emotional needs; (2) informing patients with a balanced focus on medical and emotional needs; (3) directing patients' attention to treatment options; (4) acknowledging concerns about dying patients' physical discomfort and wishes; (5) directing bad news disclosure to patients; and (6) addressing the family expectations of patients. The majority of the Chinese medical students in this study used a patient-oriented approach to cater to the patients' emotional and physical needs. They also often informed and acknowledged the patients' family members.
When delivering bad news, medical students should be equipped with discourse strategies that effectively balance interpersonal communication with the communication of medical expertise, which is integral to ensuring patients' participation, their understanding and satisfaction with their clinicians. This is in accordance with the existing communication frameworks for critical conversation and demonstrates awareness of the needs in the Chinese context. However, some students demonstrated poor sensitivity to non-verbal cues, such as tone, manners and attitude. Thus, more training using a culturally appropriate model of communication for critical conversation should be promoted.
References: Pun, J.& Wong, W. (2022). Navigating communication between conventional medicine and traditional Chinese medicine: A case study of patients with cancer in Hong Kong.Supportive Care in Cancer.https://doi.org/10.1007/s00520-022-06986-8.Pun, J. (2021). Communication about Advance Directives and Advance Care Planning in the East Asian context: A systematic review. Oncology Nursing Forum. DOI: 10.1188/22.ONF.58-70Pun, J. Cheung K.M. & Chow, C.H.J. (2021). A Systematic Review of Teaching End of Life Communication: the Priorities, the Challenges and the Scope. BMJ Supportive & Palliative Care.http://dx.doi.org/10.1136/bmjspcare-2020-002725Pun, J. (2021). A study of Chinese medical students' communication pattern in delivering bad news: An ethnographic discourse analysis approach. BMC Medical Education. https://doi.org/10.1186/s12909-021-02724-6
Presenters Jack Pun Assistant Professor, City University Of Hong Kong
Training nurses in interactional competence: the use of polar questions
Oral Presentation[SYMP42] Language, work and vocational education: teaching, training and learning through language use in professional contexts10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
Social interactions with patients and their families as well as co-workers are part of nurses' daily work. Studies in Conversation Analysis have investigated the specific interactional practices nurses regularly accomplish in the course of their duties (see Mayor & Bietti 2016). Interacting in efficient and appropriate ways is part of a larger 'interactional competence' (IC) (see Pekarek Doehler 2019). While health professionals typically develop such competence through practice, this study aims at investigating how IC can be addressed during vocational training. We present a study of a pedagogy based on Conversation Analysis (see Filliettaz 2018) in the context of pre-service nurses' education. At the center of the pedagogy lies the close examination of videorecorded nurse-patient(s) social interactions and their detailed transcripts during data sessions (see Stevanovic & Weiste 2017). The data sessions are facilitated by an interdisciplinary teaching team involving experts from different fields: nursing, linguistics, and sociology. This paper focuses on a specific linguistic phenomenon: polar questions. We will examine how it emerges as a topic of interest for nursing students during a data session and how it is progressively transformed into an object of professional development. Since Heritage and colleagues' (2007), it has been acknowledged that the ways in which health professionals design their questions shape the kind of response the patient provides next, hence suggesting significant implications for praxis. Carrying out a micro-longitudinal analysis of one data session, we will show how students move from a first intuitive non-expert understanding of question formats as they observe occurrences in the video data to a more interaction-based conceptualization of questions, and of language use more generally. In conclusion, this Conversation-Analysis-based pedagogy shows to benefit nursing students' professional development in two ways: 1) it is efficient in raising students' awareness of the interactional workings of professional practice; 2) it is the very mean by which they develop the acute observation skills and analytic objectivity that are needed in nursing work. More generally, this paper showcases how linguists' might be productively put at the service of professional communities of practices to improve vocational training and praxis.
Bibliography Filliettaz, L. (2018). Interactions verbales et recherche en éducation: principes, méthodes et outils d'analyse. Université de Genève: Carnets des sciences de l'éducation. Heritage, J. Robinson, J. D., Elliot, M. N., Beckett, M. & Wilkes, M. (2007). Reducing patients' unmet concerns in primary care: the difference one word can make. Journal of General Internal Medicine, 22(10), 1429-1433. Mayor, E. & Bietti, L. (2016). Ethnomethodological studies of nurse-patient and nurse-relative interactions: A scoping review. International Journal of Nursing Studies, 70, 46-57.Pekarek Doehler, S. (2019). On the nature and the development of L2 interactional competence: state of the art and implications for praxis. In R. Salaberry, & S. Kunitz (Eds.) Teaching and Testing L2 Interactional Competence: Bridging theory and practice (pp. 25-59). Routledge. Stevanovic, M. & Weiste, E. (2017). Conversation-analytic data session as a pedagogical institution. Learning, Culture and Social Interaction, 15, 1-17.
Interaction analysis as training method: an exploration in the continuing education of early childhood educators
Oral Presentation[SYMP42] Language, work and vocational education: teaching, training and learning through language use in professional contexts10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
Early language development in institutional settings is not self-evident. Even when there is a strong political will to actively promote equal opportunities by supporting the development of children's language capacities, studies show that professional training issues must not be neglected, at the risk of not securing the effects of the measures taken over time (Vogt, Stern & Filliettaz, 2022). Recent work has emphasized that professional training approaches play a key role in the quality of educational environments, and that these can only be supported by means of training measures of a collective nature, addressed to teams as a whole instead of selected individuals. In this context, the work carried out for several years within the Interaction & Training team at the University of Geneva aims to develop continuing education programs in institutional contexts, based on the principles of interactional analysis (Filliettaz, Garcia & Zogmal, 2022). In these programs, professionals are invited to take part to video-based "data sessions", inspired by conversation analytic methods (Stevanovic & Weiste, 2017), under the guidance of researchers and trainers. They explore video recordings and transcripts in which they interact with children, with the aim to identify, share and discuss the sorts of interactional competences required and mobilized in current professional practice (Pekarek Doehler et al., 2017). The objective of this paper is to present how this training methodology was implemented in an early language development program in order to foster analytic and training skills required for educators enrolled as reference staff within the program. Based on transcribed excerpts of interactions taking place during training sessions, we will describe the ways in which educators engage with analytic procedures afforded by the training program and develop a reflective capacity regarding their interactions with children. Amongst the various analytic avenues possible for exploring this empirical material, three elements will be of particular interest in our presentation: a) the sorts of explicit or implicit conceptualizations of language as they circulate within participants taking part to the program, b) the ways in which educators make interpretations of children's actions as they can be observed in the recordings, and finally, c) the methods by which educators taking part to collective data sessions learn how to manage and carry out co-analysis sessions with their peers. We will also show that the collaborative dimension of the analytical approach creates a common ground for understanding and interpreting multimodal phenomena visible in the film. The detailed analysis of verbal and non-verbal interactions thus creates opportunities to observe the participation of children who do not speak or speak little, without restricting the discussion to the presence or absence of verbal language. Thus, conceptions about language evolve during data analysis sessions, so as to take into account a variety of semiotic resources combined in interaction, beyond language. Such changes of perspectives can be regarded as outcomes of the specific analytic practices afforded by the training and make it possible to understand the sort of learning that arises from video-based interaction analysis as training method.
Natacha Niemants
Marieke De Koning
Jack Pun