| Edition: |
1st Edition |
| Imprint: |
Routledge, 2021 |
| Abstract: |
In this chapter, we explore code-switching choices in a multimodal mobile-supported exchange between future foreign language teachers, paying particular attention to the impact of the co-participants' code-switching on the sequentiality of the interaction. Extending from the observation that emoji may have more communicative purposes than simply conveying emotions or pictorially representing facial expressions or gestures (Kelly and Watts, 2015), it is suggested that emojis may be deployed to orchestrate the interaction (e. g. mitigation through humour) or to elicit a next-turn interaction from other participants (e. g. orientation of an expected response). This study, which uses Conversation Analysis (CA), seeks to deepen our understanding of the impact of technology on interactional practices in intercultural settings by exploring a WhatsApp interaction during a Virtual Exchange (VE) in a language teacher education course. |
| Grants: |
European Commission. Horizon 2020 845783
|
| Rights: |
Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.  |
| Language: |
Anglès |
| Document: |
Capítol de llibre |
| Published in: |
Plurilingual Classroom Practices and Participation, 2022, p. 200-211, ISBN 9781003169123 |
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