Storytelling in Multilingual Interaction: A Conversation Analysis Perspective

243 Pages·2021·5.184 MB·English

by  Jean Wong, Hansun Zhang Waring

STORYTELLING IN MULTILINGUAL
INTERACTION
Integral to the tapestry of social interaction, storytelling is the focus of interest
for scholars from a diverse range of academic disciplines. This volume combines
the study of conversation analysis (CA) with storytelling in multilingual contexts
to examine how multilingual speakers converse and manage various aspects of
storytelling and how they accomplish a wide range of actions through storytelling
in classroom and everyday settings.
An original, book- length endeavor devoted exclusively to storytelling in
multilingual contexts, this book contributes to broadening the scope of the
foundational conversation analytic literature on storytelling and to further
specifying the nature of second language (L2) interactional competence. Designed
for pre- service and in-s ervice second or foreign language teachers, students of
applied linguistics, as well as scholars interested in storytelling, this volume
explores the cross- linguistic nature of generic interactional practices, sheds light
on the nature of translanguaging and learner language, and provides insights
into teacher practices on managing classroom storytelling.
Jean Wong is Associate Professor in the Department of Special Education, Language,
and Literacy at The College of New Jersey, USA.
Hansun Zhang Waring is Associate Professor of Applied Linguistics and TESOL
at Teachers College, Columbia University, USA.
ESL & Applied Linguistics Professional Series
Eli Hinkel, Series Editor
English Morphology for the Language Teaching Profession
Laurie Bauer with I.S.P. Nation
Conversation Analysis and Second Language Pedagogy
A Guide for ESL/EFL Teachers, 2 Edition
Jean Wong, Hansun Zhang Waring
English L2 Reading
Getting to the Bottom, 4th Edition
Barbara M. Birch and Sean Fulop
Teaching ESL/EFL Reading and Writing, 2nd Edition
I.S.P. Nation and John Macalister
Reconciling Translingualism and Second Language Writing
Tony Silva and Zhaozhe Wang
Teaching ESL/EFL Listening and Speaking, 2nd Edition
Jonathan M. Newton and I.S.P. Nation
Storytelling in Multilingual Interaction
A Conversation Analysis Perspective
Edited by Jean Wong and Hansun Zhang Waring
For more information about this series, please visit: www.routledge.com/ESL-
Applied- Linguistics- Professional- Series/book- series/LEAESLALP
STORYTELLING IN
MULTILINGUAL
INTERACTION
A Conversation Analysis Perspective
Edited by Jean Wong and
Hansun Zhang Waring
First published 2021
by Routledge
52 Vanderbilt Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2021 Taylor & Francis
The right of Jean Wong and Hansun Zhang Waring to be identifed as
the authors of the editorial material, and of the authors for their
individual chapters, has been asserted in accordance with sections 77
and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical, or
other means, now known or hereafter invented, including
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system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identifcation and
explanation without intent to infringe.
Library of Congress Cataloging- in- Publication Data
A catalog record for this book has been requested
ISBN: 978- 0- 367- 13921- 6 (hbk)
ISBN: 978- 0- 367- 13924- 7 (pbk)
ISBN: 978- 0- 429- 02924- 0 (ebk)
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CONTENTS
PART I
Overview 1
1 Multilingual Storytelling and Conversation Analysis 3
Hansun Zhang Waring
PART II
Multilingual Storytelling in Ordinary Conversations 19
2 Our Storied Lives: Doing and Finding Friendship I 21
Jean Wong
3 Our Storied Lives: Doing and Finding Friendship II 41
Jean Wong
4 Managing Peripheral Recipiency in Triadic Multilingual
Storytelling 55
Tim Greer and Yosuke Ogawa
5 Nanun- prefacing in Korean Story- telling 82
Gahye Song and Hansun Zhang Waring
6 Toward Progressivity Through Repairs in Multilingual
Storytelling 97
Yo- An Lee and Ye Ji Lee
vi Contents
PART III
Multilingual Storytelling in the Classroom 117
7 Storytelling as Instructional Practice in Persian Language
Classrooms 119
Gabriele Kasper and Elham Monfaredi
8 Storytelling in a Meaning- and- fuency Task in the Second
Language Classroom 162
Emma Greenhalgh and Ray Wilkinson
9 Managing a Delicate Telling in an Adult ESL Classroom:
A Single Case Analysis 183
Carol Hoi Yee Lo and Nadja Tadic
10 Language Learning in Repeated Storytellings: The Case
of Repair Practices 204
Kelly Katherine Frantz
Appendix: Transcription Notations 225
Contributor Biographies 227
Index 230
PART I
Overview

1
MULTILINGUAL STORYTELLING
AND CONVERSATION ANALYSIS
Hansun Zhang Waring
Introduction
We live in a world where multilingual speakers are now the norm and no
longer – and perhaps have never been – an exception (e.g., Akbar, 2013, Cook,
1992; Grosjean, 2010), and eforts within applied linguistics to problematize the
monolingual bias – which treats monolingualism as the default that features the
native speaker ideal – have been epitomized in a series of successive arguments
for the social turn (Block, 2003), the bilingual turn (Ortega, 2010), and the
multilingual turn (May, 2013). Cook (1991), for example, considers multicom-
petence – “the compound state of a mind with two grammars” – as “the norm
for the human race” (p. 103). As such, Cenoz and Gorter (2011) argue that
adopting a multilingual approach would aford the possibility of examining
language practices in context and gaining greater insights into how languages
are acquired and used. Ortega (2013), in particular, advocates for adopting
usage- based linguistics (UBL) as a way to move the feld “away from explaining
why bilinguals are not native speakers (i.e., monolinguals) and towards under-
standing the psycholinguistic mechanisms and consequences of becoming bi/
multilingual later in life” (p. 46). Various concepts and theoretical frameworks
such as “translanguaging” (Li, 2018) and “translingual practice,” where “people
shuttle in and out of languages to borrow resources from diferent communities
to communicate meaningfully at the contact zone through strategic communica-
tive practices” (Canagarajah, 2013, p. 79), have also been proposed to adequately
account for the multilingual reality.
Conversation analysts within the feld of applied linguistics have likewise
expressed dissatisfaction with the monolingual bias – by problematizing the
treatment of the language learner as the defective communicator and the