EMI pedagogy–interaction interface: Revisiting Seedhouse (2004) and Walsh (2006) for a data-led understanding of L2 English-medium university classrooms
The International Conference on Conversation Analysis and Language Teacher Education (icCALTE), Ankara, Türkiye, 13 - 15 Şubat 2026, ss.72, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Basıldığı Şehir: Ankara
- Basıldığı Ülke: Türkiye
- Sayfa Sayıları: ss.72
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Orta Doğu Teknik Üniversitesi Adresli: Evet
Özet
Analyses of classroom interaction through the lens of multimodal Conversation Analysis (CA) have provided fine-grained accounts of how pedagogic goals are locally accomplished in language classrooms through L2 classroom contexts (Seedhouse, 2004) and modes (Walsh, 2006; 2011). Still, little is known about how comparable interactional architectures operate in L2 English-medium instruction (EMI) university classrooms, which are not designed primarily to teach the language itself; rather, disciplinary content is mediated through L2 English and language learning is a by-product (Deignan & Morton, 2022). This fundamental shift in pedagogical focus brings distinct participation patterns, interactional trajectories, and configurations of epistemic and deontic rights. Addressing this gap, the present study explores the interactional architectures that organize EMI classroom discourse across disciplines. Drawing on a 55-hour subset of the English-Medium Instruction Corpus (EMIC), this study employs multimodal CA to identify interactional modes that emerge as locally coherent constellations of pedagogical goals, participation frameworks, and semiotic resources. The micro analysis of video-recorded EMI classroom data shows that turn management and the (re)distribution of epistemic and deontic rights between teachers, students, and third parties (e.g., teaching assistants, co-instructors, guests, etc.) are contingent upon the instructional activities and material ecologies at play, ranging from large-group lecturing and walkthrough laboratory demonstrations to small-group problem solving and individual student presentations. The proposed data-led framework delineates how EMI classroom interaction is systematically organized around recurrent configurations of talk, embodiment, and artefact use. By mapping these configurations, the study adds to the CA-informed understandings of classroom discourse beyond language teaching contexts and provides an empirical basis for conceptualizing EMI as an interactional environment in its own right. Pedagogically, such a framework can enhance EMI instructors’ awareness of the interactional modes they recurrently mobilize, helping them design more responsive and dialogic classroom ecologies that support both disciplinary learning and student agency.