Talk about Texts: Interactional Literacies in Second Language Learning Item Type text; Electronic Dissertation Authors Timlin, Chelsea Allison Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 29/09/2021 17:40:31 Link to Item http://hdl.handle.net/10150/642150 TALK ABOUT TEXTS: INTERACTIONAL LITERACIES IN SECOND LANGUAGE LEARNING by Chelsea Timlin _______________________________________ Copyright © Chelsea Timlin 2020 A Dissertation Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY PROGRAM IN SECOND LANGUAGE ACQUISITION AND TEACHING In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2020 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by: titled: and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. _____________________________________ Date: _________ ________ Date: _________________________________________ Date: Final approval and acceptance of this dissertation of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. _____________________________________ Date: 3 ACKNOWLEDGEMENTS Many incredible people contributed to the completion of this project. While thanking them with words on a page isn’t enough, I want to acknowledge them here. I could not have asked for a more supportive, empathetic, and uplifting committee chair, Chantelle Warner. Chantelle, you guided me through the creation, implementation, and completion of this project, as well as over the many speedbumps that life threw (and sometimes pelted) at me during this process, and for this I cannot find the words that will express the extent of my gratitude. Thank you for all the time you spent reading drafts, writing feedback, meeting with me over Skype while children and pugs made distracting noises in the background, responding to my panicked emails, and for reminding me to step back when necessary. Thank you for your inspiring mentorship. To Beatrice Dupuy and Jon Reinhardt, I am incredibly grateful for the trust and guidance I found in both of you as committee members while developing this project. Thank you for your confidence in me and for pushing me to consider how to take my work beyond what I initially envisioned. A number of graduate student colleagues and friends contributed to the successful completion of this project as well. To Sina Colditz, thank you for your openness to trying something completely new in your intermediate German classroom and for the time and energy you spent bringing these pedagogical plans to life for the first time. To Laurie Clark, I am so grateful that you joined us for the second go-around of the simulations. Thank you for your creativity, insight and genuine interest in seeing the implementation of this project through. And to all the graduate assistants and associates in German Studies who listened to my long descriptions of the project, offered feedback and provided moral support – thank you for making the Department a positive, encouraging home-away-from-home. I also want to acknowledge the sincerity and genuine care that came from the Program Coordinators in SLAT, Kelley Merriam Castro and Debbie Shon. Thank you both for taking the time to meet with me in person and to respond to my emails with nothing but encouragement, positivity, and guidance. There have been so many others who have contributed to my doctoral experience in Second Language Acquisition and Teaching at the University of Arizona, and to all of you, I say thank you. 4 DEDICATION For Steven-- Life gave us very rotten lemons during this dissertation-writing experience. I’m not sure that what we made was lemonade (I sure wouldn’t drink it), but our son turned out awfully sweet. 5 TABLE OF CONTENTS LIST OF TABLES AND FIGURES ............................................................................................ 8 ABSTRACT ................................................................................................................................... 9 INTRODUCTION ...................................................................................................................... 10 Conceptual Frameworks ........................................................................................................ 11 Multiliteracies PeDagogies .................................................................................................. 11 Qualifying Experiencing ..................................................................................................... 13 The Current Project ............................................................................................................... 15 Outline of the Dissertation ................................................................................................. 16 CHAPTER 1: LITERATURE REVIEW ................................................................................. 19 Introduction ............................................................................................................................. 19 Recognizing Complexity in Communication ........................................................................ 20 Language as Structure ........................................................................................................ 20 Language as Communication ............................................................................................ 21 Recognizing Complexity through Technology ..................................................................... 23 Multiliteracies: A Response to Complexity .......................................................................... 26 Notions of Literacy .............................................................................................................. 27 Digital Literacies ................................................................................................................. 36 Recent CritiQues within Multiliteracies ................................................................................ 36 The Current StuDy: Experiencing Complexity through Interaction ................................. 38 CHAPTER 2: METHODS ......................................................................................................... 40 Introduction ............................................................................................................................. 40 Positionality ......................................................................................................................... 41 Instructional Context .............................................................................................................. 42 Fairy Tales in the German Classroom .............................................................................. 43 IntermeDiate German ......................................................................................................... 45 A Multiliteracies-InformeD Curriculum ........................................................................... 46 The PeDagogical Intervention: A Multiliteracies-BaseD Fairytale Simulation ............. 48 Data Collection ........................................................................................................................ 57 Participants .......................................................................................................................... 57 Face-to-Face Interaction Activities ................................................................................... 59 Digital Interaction Activities .............................................................................................. 68 Data Analysis Frameworks anD Methods ............................................................................. 72 Conversation Analysis ........................................................................................................ 72 6 CoDing Face-to-Face anD Digital Interactional Language .............................................. 75 Conclusions .............................................................................................................................. 76 CHAPTER 3: CO-CONSTRUCTED EXPERIENCING THROUGH FACE-TO-FACE INTERACTION .......................................................................................................................... 78 Introduction ............................................................................................................................. 78 Analyzing Experiencing through Face-to-Face Interaction ................................................ 79 FinDings .................................................................................................................................... 81 Interactions at a Glance ...................................................................................................... 81 Contextualizing the Analysis of Interactional Moves .....................................................