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class="left-panel-container"><div class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" border="0" alt="" src="//a.academia-assets.com/images/s200_no_pic.png" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Liisa Tainio</h1><div class="affiliations-container fake-truncate js-profile-affiliations"></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Liisa" data-follow-user-id="41987261" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button 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class="data">1</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="41987261" href="https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://independent.academia.edu/LiisaTainio","location":"/LiisaTainio","scheme":"https","host":"independent.academia.edu","port":null,"pathname":"/LiisaTainio","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Curriculum and Pedagogy"]}" data-trace="false" data-dom-id="Pill-react-component-d33f62cb-b7ad-4550-beb5-b5c63e5edf08"></div> <div id="Pill-react-component-d33f62cb-b7ad-4550-beb5-b5c63e5edf08"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="41987261" href="https://www.academia.edu/Documents/in/Video_Game"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Video Game"]}" data-trace="false" data-dom-id="Pill-react-component-105eeda7-a861-4780-9998-d2e70b18d07e"></div> <div id="Pill-react-component-105eeda7-a861-4780-9998-d2e70b18d07e"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="41987261" href="https://www.academia.edu/Documents/in/Situated_Learning"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Situated Learning"]}" data-trace="false" data-dom-id="Pill-react-component-79eda929-bfd5-4075-9d8c-ed59122385c6"></div> <div id="Pill-react-component-79eda929-bfd5-4075-9d8c-ed59122385c6"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="41987261" href="https://www.academia.edu/Documents/in/Learning_and_Cognition"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Learning and Cognition"]}" data-trace="false" data-dom-id="Pill-react-component-6e8e7ad8-df7c-4fbf-8f85-dc6321effcfd"></div> <div id="Pill-react-component-6e8e7ad8-df7c-4fbf-8f85-dc6321effcfd"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="41987261" href="https://www.academia.edu/Documents/in/Science_and_Mathematics_Education"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Science and Mathematics Education"]}" data-trace="false" data-dom-id="Pill-react-component-14f74786-7fd8-4a38-b54d-d151e04a0785"></div> <div id="Pill-react-component-14f74786-7fd8-4a38-b54d-d151e04a0785"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Liisa Tainio</h3></div><div class="js-work-strip profile--work_container" data-work-id="118469902"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/118469902/Language_and_Literature_Education_Principles_and_Reflections_on_Mother_Tongue_and_Literature"><img alt="Research paper thumbnail of Language and Literature Education: Principles and Reflections on Mother Tongue and Literature" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118469902/Language_and_Literature_Education_Principles_and_Reflections_on_Mother_Tongue_and_Literature">Language and Literature Education: Principles and Reflections on Mother Tongue and Literature</a></div><div class="wp-workCard_item wp-workCard--actions"><span 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href="https://www.academia.edu/118469897/Inviting_in_telephone_calls_a_cross_linguistic_study_of_social_actions_in_interaction"><img alt="Research paper thumbnail of Inviting in telephone calls: a cross-linguistic study of social actions in interaction" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118469897/Inviting_in_telephone_calls_a_cross_linguistic_study_of_social_actions_in_interaction">Inviting in telephone calls: a cross-linguistic study of social actions in interaction</a></div><div class="wp-workCard_item"><span>HAL (Le Centre pour la Communication Scientifique Directe)</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">International audienceThis special issue of the Journal of Pragmatics concerns the activity of in...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">International audienceThis special issue of the Journal of Pragmatics concerns the activity of inviting and responding to invitations in authentic telephone calls in six different languages. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="118469881"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/118469881/Prosodic_imitation_in_classroom_interaction_A_gendered_practice_of_empowerment"><img alt="Research paper thumbnail of Prosodic imitation in classroom interaction: A gendered practice of empowerment?" class="work-thumbnail" src="https://attachments.academia-assets.com/114088424/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118469881/Prosodic_imitation_in_classroom_interaction_A_gendered_practice_of_empowerment">Prosodic imitation in classroom interaction: A gendered practice of empowerment?</a></div><div class="wp-workCard_item"><span>Gender and Language</span><span>, Apr 30, 2012</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e5bb07bcb16a8c918442201076ee1a79" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114088424,"asset_id":118469881,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114088424/download_file?st=MTczMjgxNzk0MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118469881"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118469881"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118469881; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e5bb07bcb16a8c918442201076ee1a79" } } $('.js-work-strip[data-work-id=118469881]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":118469881,"title":"Prosodic imitation in classroom interaction: A gendered practice of empowerment?","translated_title":"","metadata":{"publisher":"Equinox Publishing","grobid_abstract":"Th is article presents an analysis of how Finnish teenagers use prosodic imitation in their classroom interaction. Th e data consists of video recordings (14 lessons) of naturally occurring classroom interaction in junior secondary schools (students aged 13-15). Th e study is conducted by applying Conversation Analysis (CA). Th e prosodic imitation I explore involves the turns-at-talk that orient prosodically to the preceding turns in terms of, for example, intonation, pitch, volume, rhythm, or voice quality (Szczepek Reed 2006). When imitating, the participants usually also recycle some of the verbal elements (words or a syntactic construction) in their source turns. I argue that while prosodic imitation is in many respects a gendered practice, in addition to earlier studies that report boys silencing girls by imitating them (Gordon et al. 1999; Palmu 2003), I show that students use prosodic imitation to various interactional purposes. It is suggested that the prevalent function of prosodic imitation is to express alignment with the preceding turn/speaker, and the students, especially the girls, make most use of this imitation in the negotiations concerning institutional and gender asymmetries. 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Oppiaineen didaktiikkaa katsotaan erityisesti yhteis枚llisest盲, kriittisen pedagogiikan ajatuksia hy枚dynt盲v盲st盲 kasvatustieteellisest盲 n盲k枚kulmasta. 脛idinkielen ja kirjallisuuden didaktiikkaa valaistaan ensin ajallisesti hieman laajemmasta kulmasta, mutta keskityt盲盲n sitten monipuolisesta ja laaja-alaisesta oppiaineesta kolmeen n盲k枚kulmaan: lukemaan ja kirjoittamaan oppimisen, kieliopin ja kielentuntemuksen opettamisen sek盲 kirjoittamisen opettamisen didaktiseen tutkimukseen. N盲it盲 alueita tarkastellaan pedagogisesta perspektiivist盲 pit盲en mieless盲 tutkimustulokset, joiden mukaan koululaiset eiv盲t pid盲 oppiainetta erityisen kiinnostavana ja joiden mukaan oppiaineen maine on sukupuolistunut \"tytt枚aineeksi\". Aihealueita tarkastellaan my枚s ottaen huomioon suomalaisen yhteiskunnan medioitumisen sek盲 monikulttuuristumisen ja-kielistymisen mukanaan tuomat haasteet. Kasvattaminen ja opettaminen ovat yhteiskunnallista toimintaa. Kouluissa oppivat ja kasvavat tietenkin yksil枚t, mutta opetuksen ja kasvatuksen kautta rakennetaan my枚s yhteiskuntaas盲ilytet盲盲n ja uudistetaan yhteis枚llisi盲 k盲yt盲nteit盲. T盲t盲 p盲盲m盲盲r盲盲 ei kuitenkaan voi tulkita niin, etteik枚 opettaminen olisi nimenomaan jonkin tietyn sis盲ll枚n, tiedon tai taidon opettamistaeli luonteeltaan didaktista toimintaa. Opettajan on osattava oman opetusalansa tietotaito riitt盲v盲n hyvin, jotta voisi tarjota oppijoille innostavaa ja pedagogisesti perusteltua opetusta (Kansanen 2011). T盲ss盲 artikkelissa tarkastellaan 盲idinkielen ja kirjallisuuden oppiaineen didaktiikan tutkimusta pit盲en mieless盲 kriittisen pedagogiikan n盲k枚kulma: kasvatuksen tavoitteena on yhteiskunta ja yhteis枚, jossa halutaan tukea \"demokratiaa, sosiaalisten verkostojen rakentumista ja ihmisten keskin盲ist盲 luottamusta\" (Tomperi, Vuorikoski \u0026 Kiilakoski 2005, 13). Ainedidaktiikan p盲盲m盲盲r盲 onkin aina emansipatorinen, sill盲 sen eettisen盲 tavoitteena on pyrki盲 kohti sek盲 oppijan ett盲 yhteis枚n hyv盲盲 (Gr眉nthal 2008). T盲llaisiin tavoitteisiin 盲idinkielen ja kirjallisuuden oppiaine laaja-alaisena tieto-, taito-ja taideaineena sopiikin erinomaisesti (ks. my枚s Leino 2002). 脛idinkieli ja kirjallisuus on koulussa keskeinen oppiaine: sen perusteht盲v盲n盲 on opettaa t盲rkeimm盲t oppimisen v盲lineet, nimitt盲in lukemisen ja kirjoittamisen taidot. 脛idinkieless盲 ja brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Helsingin yliopiston digitaalinen arkisto","publication_date":{"day":null,"month":null,"year":2012,"errors":{}},"grobid_abstract_attachment_id":114088375},"translated_abstract":null,"internal_url":"https://www.academia.edu/118469845/%C3%84idinkielen_Ja_Kirjallisuuden_Didaktiikka","translated_internal_url":"","created_at":"2024-05-03T01:07:10.697-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":41987261,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":114088375,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114088375/thumbnails/1.jpg","file_name":"146449983.pdf","download_url":"https://www.academia.edu/attachments/114088375/download_file?st=MTczMjgxNzk0Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Aidinkielen_Ja_Kirjallisuuden_Didaktiikk.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114088375/146449983-libre.pdf?1714734774=\u0026response-content-disposition=attachment%3B+filename%3DAidinkielen_Ja_Kirjallisuuden_Didaktiikk.pdf\u0026Expires=1732821542\u0026Signature=MTvTZqOzrsho4nEWg7GHFFdEKk9Fk101mTSD94dtoyPMxfsZHNJd9F3Rb3v3RORzSZMJauUkInUegYuBbsfeEDteUWN9z0EToEqRXN6gN5aCRHQjNvnJCjYTyQIPHjPwIFKg9IQ0P40NeZqmv3wlgFeTRc1kw8Iix2V7H3rO8zamwxtg956QysdpBIUbGvDvcE7BbEsC4XVQ5bYaSRPcef9ssUEgLteqaPheBhV1wY1yNTcCz9LwlJK5BcOlbwvrukDAeQ9hwNy010Kn-5jJ3sjD0JmH~ZyB24PQCm41GLJCUW-H5J6171BdB~mXQ9Ow-2dndpUEgH3zwjL4mDXD8w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"脛idinkielen_Ja_Kirjallisuuden_Didaktiikka","translated_slug":"","page_count":23,"language":"fi","content_type":"Work","owner":{"id":41987261,"first_name":"Liisa","middle_initials":null,"last_name":"Tainio","page_name":"LiisaTainio","domain_name":"independent","created_at":"2016-01-24T00:18:26.021-08:00","display_name":"Liisa Tainio","url":"https://independent.academia.edu/LiisaTainio"},"attachments":[{"id":114088375,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114088375/thumbnails/1.jpg","file_name":"146449983.pdf","download_url":"https://www.academia.edu/attachments/114088375/download_file?st=MTczMjgxNzk0Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Aidinkielen_Ja_Kirjallisuuden_Didaktiikk.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114088375/146449983-libre.pdf?1714734774=\u0026response-content-disposition=attachment%3B+filename%3DAidinkielen_Ja_Kirjallisuuden_Didaktiikk.pdf\u0026Expires=1732821542\u0026Signature=MTvTZqOzrsho4nEWg7GHFFdEKk9Fk101mTSD94dtoyPMxfsZHNJd9F3Rb3v3RORzSZMJauUkInUegYuBbsfeEDteUWN9z0EToEqRXN6gN5aCRHQjNvnJCjYTyQIPHjPwIFKg9IQ0P40NeZqmv3wlgFeTRc1kw8Iix2V7H3rO8zamwxtg956QysdpBIUbGvDvcE7BbEsC4XVQ5bYaSRPcef9ssUEgLteqaPheBhV1wY1yNTcCz9LwlJK5BcOlbwvrukDAeQ9hwNy010Kn-5jJ3sjD0JmH~ZyB24PQCm41GLJCUW-H5J6171BdB~mXQ9Ow-2dndpUEgH3zwjL4mDXD8w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[{"id":41604200,"url":"https://helda.helsinki.fi/handle/10138/231007"}]}, dispatcherData: dispatcherData }); 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d48875fcb086b3a764738d970ca14e3c" } } $('.js-work-strip[data-work-id=118469844]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":118469844,"title":"Prosodic imitation in classroom interaction: A gendered practice of empowerment?","translated_title":"","metadata":{"publisher":"Equinox Publishing","ai_title_tag":"Prosodic Imitation in Classroom Interaction: A Gendered Empowerment","grobid_abstract":"Th is article presents an analysis of how Finnish teenagers use prosodic imitation in their classroom interaction. Th e data consists of video recordings (14 lessons) of naturally occurring classroom interaction in junior secondary schools (students aged 13-15). Th e study is conducted by applying Conversation Analysis (CA). Th e prosodic imitation I explore involves the turns-at-talk that orient prosodically to the preceding turns in terms of, for example, intonation, pitch, volume, rhythm, or voice quality (Szczepek Reed 2006). When imitating, the participants usually also recycle some of the verbal elements (words or a syntactic construction) in their source turns. I argue that while prosodic imitation is in many respects a gendered practice, in addition to earlier studies that report boys silencing girls by imitating them (Gordon et al. 1999; Palmu 2003), I show that students use prosodic imitation to various interactional purposes. It is suggested that the prevalent function of prosodic imitation is to express alignment with the preceding turn/speaker, and the students, especially the girls, make most use of this imitation in the negotiations concerning institutional and gender asymmetries. Prosodic imitation is thereby one means for students to playfully deconstruct the institutionally organized interactional setting, and hence one of the instruments they use to empower themselves in interaction.","publication_date":{"day":30,"month":4,"year":2012,"errors":{}},"publication_name":"Gender and Language","grobid_abstract_attachment_id":114088374},"translated_abstract":null,"internal_url":"https://www.academia.edu/118469844/Prosodic_imitation_in_classroom_interaction_A_gendered_practice_of_empowerment","translated_internal_url":"","created_at":"2024-05-03T01:07:10.338-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":41987261,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":114088374,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114088374/thumbnails/1.jpg","file_name":"genl.v6i1.19720240503-1-ihqz04.pdf","download_url":"https://www.academia.edu/attachments/114088374/download_file?st=MTczMjgxNzk0Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Prosodic_imitation_in_classroom_interact.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114088374/genl.v6i1.19720240503-1-ihqz04-libre.pdf?1714734774=\u0026response-content-disposition=attachment%3B+filename%3DProsodic_imitation_in_classroom_interact.pdf\u0026Expires=1732821542\u0026Signature=fMVQGS2a6BX5xnsR4cm512SyfIDLfTkARa3f~hsxKR~3CjTtkQONc3Y7gMPvERBEAOE6FndLlY0SKnK9nL4P5n1xBxTmtkspt8pNqegXdh6Ku3DyesIsfGJdkNj8shvPS8vZoOf3ax1v4RO~Rq-CXRdn-I8oAC-fNVym2B8MayZbFFjknz1Htl3EO47S~dXyHo4EYpQceaWVbUvFyu-EndsZBhO5mvuHppgXv-Ng5nBp8Af~BI-ICymYg0IAPi~Oi2s2ZUU~1LE1s~SKq-Mt~VpOv6-FwjsNj4KRIsqfbvDV7ZSvVmqqxp8AdWDuSd70Zt19bSU8lm96P0CMbb0Hlw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Prosodic_imitation_in_classroom_interaction_A_gendered_practice_of_empowerment","translated_slug":"","page_count":36,"language":"en","content_type":"Work","owner":{"id":41987261,"first_name":"Liisa","middle_initials":null,"last_name":"Tainio","page_name":"LiisaTainio","domain_name":"independent","created_at":"2016-01-24T00:18:26.021-08:00","display_name":"Liisa Tainio","url":"https://independent.academia.edu/LiisaTainio"},"attachments":[{"id":114088374,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114088374/thumbnails/1.jpg","file_name":"genl.v6i1.19720240503-1-ihqz04.pdf","download_url":"https://www.academia.edu/attachments/114088374/download_file?st=MTczMjgxNzk0Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Prosodic_imitation_in_classroom_interact.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114088374/genl.v6i1.19720240503-1-ihqz04-libre.pdf?1714734774=\u0026response-content-disposition=attachment%3B+filename%3DProsodic_imitation_in_classroom_interact.pdf\u0026Expires=1732821542\u0026Signature=fMVQGS2a6BX5xnsR4cm512SyfIDLfTkARa3f~hsxKR~3CjTtkQONc3Y7gMPvERBEAOE6FndLlY0SKnK9nL4P5n1xBxTmtkspt8pNqegXdh6Ku3DyesIsfGJdkNj8shvPS8vZoOf3ax1v4RO~Rq-CXRdn-I8oAC-fNVym2B8MayZbFFjknz1Htl3EO47S~dXyHo4EYpQceaWVbUvFyu-EndsZBhO5mvuHppgXv-Ng5nBp8Af~BI-ICymYg0IAPi~Oi2s2ZUU~1LE1s~SKq-Mt~VpOv6-FwjsNj4KRIsqfbvDV7ZSvVmqqxp8AdWDuSd70Zt19bSU8lm96P0CMbb0Hlw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":2846,"name":"Language and Gender","url":"https://www.academia.edu/Documents/in/Language_and_Gender"},{"id":2847,"name":"Conversation Analysis","url":"https://www.academia.edu/Documents/in/Conversation_Analysis"},{"id":8470,"name":"Empowerment","url":"https://www.academia.edu/Documents/in/Empowerment"},{"id":10419,"name":"Negotiation","url":"https://www.academia.edu/Documents/in/Negotiation"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":24342,"name":"Conversation","url":"https://www.academia.edu/Documents/in/Conversation"},{"id":100936,"name":"Imitation","url":"https://www.academia.edu/Documents/in/Imitation"}],"urls":[{"id":41604199,"url":"https://doi.org/10.1558/genl.v6i1.197"}]}, dispatcherData: dispatcherData }); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="118469881"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/118469881/Prosodic_imitation_in_classroom_interaction_A_gendered_practice_of_empowerment"><img alt="Research paper thumbnail of Prosodic imitation in classroom interaction: A gendered practice of empowerment?" class="work-thumbnail" src="https://attachments.academia-assets.com/114088424/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118469881/Prosodic_imitation_in_classroom_interaction_A_gendered_practice_of_empowerment">Prosodic imitation in classroom interaction: A gendered practice of empowerment?</a></div><div class="wp-workCard_item"><span>Gender and Language</span><span>, Apr 30, 2012</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e5bb07bcb16a8c918442201076ee1a79" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":114088424,"asset_id":118469881,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/114088424/download_file?st=MTczMjgxNzk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxNzk0MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118469881"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118469881"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118469881; 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Th e data consists of video recordings (14 lessons) of naturally occurring classroom interaction in junior secondary schools (students aged 13-15). Th e study is conducted by applying Conversation Analysis (CA). Th e prosodic imitation I explore involves the turns-at-talk that orient prosodically to the preceding turns in terms of, for example, intonation, pitch, volume, rhythm, or voice quality (Szczepek Reed 2006). When imitating, the participants usually also recycle some of the verbal elements (words or a syntactic construction) in their source turns. I argue that while prosodic imitation is in many respects a gendered practice, in addition to earlier studies that report boys silencing girls by imitating them (Gordon et al. 1999; Palmu 2003), I show that students use prosodic imitation to various interactional purposes. It is suggested that the prevalent function of prosodic imitation is to express alignment with the preceding turn/speaker, and the students, especially the girls, make most use of this imitation in the negotiations concerning institutional and gender asymmetries. 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Oppiaineen didaktiikkaa katsotaan erityisesti yhteis枚llisest盲, kriittisen pedagogiikan ajatuksia hy枚dynt盲v盲st盲 kasvatustieteellisest盲 n盲k枚kulmasta. 脛idinkielen ja kirjallisuuden didaktiikkaa valaistaan ensin ajallisesti hieman laajemmasta kulmasta, mutta keskityt盲盲n sitten monipuolisesta ja laaja-alaisesta oppiaineesta kolmeen n盲k枚kulmaan: lukemaan ja kirjoittamaan oppimisen, kieliopin ja kielentuntemuksen opettamisen sek盲 kirjoittamisen opettamisen didaktiseen tutkimukseen. N盲it盲 alueita tarkastellaan pedagogisesta perspektiivist盲 pit盲en mieless盲 tutkimustulokset, joiden mukaan koululaiset eiv盲t pid盲 oppiainetta erityisen kiinnostavana ja joiden mukaan oppiaineen maine on sukupuolistunut \"tytt枚aineeksi\". Aihealueita tarkastellaan my枚s ottaen huomioon suomalaisen yhteiskunnan medioitumisen sek盲 monikulttuuristumisen ja-kielistymisen mukanaan tuomat haasteet. Kasvattaminen ja opettaminen ovat yhteiskunnallista toimintaa. Kouluissa oppivat ja kasvavat tietenkin yksil枚t, mutta opetuksen ja kasvatuksen kautta rakennetaan my枚s yhteiskuntaas盲ilytet盲盲n ja uudistetaan yhteis枚llisi盲 k盲yt盲nteit盲. T盲t盲 p盲盲m盲盲r盲盲 ei kuitenkaan voi tulkita niin, etteik枚 opettaminen olisi nimenomaan jonkin tietyn sis盲ll枚n, tiedon tai taidon opettamistaeli luonteeltaan didaktista toimintaa. Opettajan on osattava oman opetusalansa tietotaito riitt盲v盲n hyvin, jotta voisi tarjota oppijoille innostavaa ja pedagogisesti perusteltua opetusta (Kansanen 2011). T盲ss盲 artikkelissa tarkastellaan 盲idinkielen ja kirjallisuuden oppiaineen didaktiikan tutkimusta pit盲en mieless盲 kriittisen pedagogiikan n盲k枚kulma: kasvatuksen tavoitteena on yhteiskunta ja yhteis枚, jossa halutaan tukea \"demokratiaa, sosiaalisten verkostojen rakentumista ja ihmisten keskin盲ist盲 luottamusta\" (Tomperi, Vuorikoski \u0026 Kiilakoski 2005, 13). Ainedidaktiikan p盲盲m盲盲r盲 onkin aina emansipatorinen, sill盲 sen eettisen盲 tavoitteena on pyrki盲 kohti sek盲 oppijan ett盲 yhteis枚n hyv盲盲 (Gr眉nthal 2008). T盲llaisiin tavoitteisiin 盲idinkielen ja kirjallisuuden oppiaine laaja-alaisena tieto-, taito-ja taideaineena sopiikin erinomaisesti (ks. my枚s Leino 2002). 脛idinkieli ja kirjallisuus on koulussa keskeinen oppiaine: sen perusteht盲v盲n盲 on opettaa t盲rkeimm盲t oppimisen v盲lineet, nimitt盲in lukemisen ja kirjoittamisen taidot. 脛idinkieless盲 ja brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Helsingin yliopiston digitaalinen arkisto","publication_date":{"day":null,"month":null,"year":2012,"errors":{}},"grobid_abstract_attachment_id":114088375},"translated_abstract":null,"internal_url":"https://www.academia.edu/118469845/%C3%84idinkielen_Ja_Kirjallisuuden_Didaktiikka","translated_internal_url":"","created_at":"2024-05-03T01:07:10.697-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":41987261,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":114088375,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114088375/thumbnails/1.jpg","file_name":"146449983.pdf","download_url":"https://www.academia.edu/attachments/114088375/download_file?st=MTczMjgxNzk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxNzk0Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Aidinkielen_Ja_Kirjallisuuden_Didaktiikk.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114088375/146449983-libre.pdf?1714734774=\u0026response-content-disposition=attachment%3B+filename%3DAidinkielen_Ja_Kirjallisuuden_Didaktiikk.pdf\u0026Expires=1732821542\u0026Signature=MTvTZqOzrsho4nEWg7GHFFdEKk9Fk101mTSD94dtoyPMxfsZHNJd9F3Rb3v3RORzSZMJauUkInUegYuBbsfeEDteUWN9z0EToEqRXN6gN5aCRHQjNvnJCjYTyQIPHjPwIFKg9IQ0P40NeZqmv3wlgFeTRc1kw8Iix2V7H3rO8zamwxtg956QysdpBIUbGvDvcE7BbEsC4XVQ5bYaSRPcef9ssUEgLteqaPheBhV1wY1yNTcCz9LwlJK5BcOlbwvrukDAeQ9hwNy010Kn-5jJ3sjD0JmH~ZyB24PQCm41GLJCUW-H5J6171BdB~mXQ9Ow-2dndpUEgH3zwjL4mDXD8w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"脛idinkielen_Ja_Kirjallisuuden_Didaktiikka","translated_slug":"","page_count":23,"language":"fi","content_type":"Work","owner":{"id":41987261,"first_name":"Liisa","middle_initials":null,"last_name":"Tainio","page_name":"LiisaTainio","domain_name":"independent","created_at":"2016-01-24T00:18:26.021-08:00","display_name":"Liisa Tainio","url":"https://independent.academia.edu/LiisaTainio"},"attachments":[{"id":114088375,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114088375/thumbnails/1.jpg","file_name":"146449983.pdf","download_url":"https://www.academia.edu/attachments/114088375/download_file?st=MTczMjgxNzk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxNzk0Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Aidinkielen_Ja_Kirjallisuuden_Didaktiikk.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114088375/146449983-libre.pdf?1714734774=\u0026response-content-disposition=attachment%3B+filename%3DAidinkielen_Ja_Kirjallisuuden_Didaktiikk.pdf\u0026Expires=1732821542\u0026Signature=MTvTZqOzrsho4nEWg7GHFFdEKk9Fk101mTSD94dtoyPMxfsZHNJd9F3Rb3v3RORzSZMJauUkInUegYuBbsfeEDteUWN9z0EToEqRXN6gN5aCRHQjNvnJCjYTyQIPHjPwIFKg9IQ0P40NeZqmv3wlgFeTRc1kw8Iix2V7H3rO8zamwxtg956QysdpBIUbGvDvcE7BbEsC4XVQ5bYaSRPcef9ssUEgLteqaPheBhV1wY1yNTcCz9LwlJK5BcOlbwvrukDAeQ9hwNy010Kn-5jJ3sjD0JmH~ZyB24PQCm41GLJCUW-H5J6171BdB~mXQ9Ow-2dndpUEgH3zwjL4mDXD8w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[{"id":41604200,"url":"https://helda.helsinki.fi/handle/10138/231007"}]}, dispatcherData: dispatcherData }); 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Th e data consists of video recordings (14 lessons) of naturally occurring classroom interaction in junior secondary schools (students aged 13-15). Th e study is conducted by applying Conversation Analysis (CA). Th e prosodic imitation I explore involves the turns-at-talk that orient prosodically to the preceding turns in terms of, for example, intonation, pitch, volume, rhythm, or voice quality (Szczepek Reed 2006). When imitating, the participants usually also recycle some of the verbal elements (words or a syntactic construction) in their source turns. I argue that while prosodic imitation is in many respects a gendered practice, in addition to earlier studies that report boys silencing girls by imitating them (Gordon et al. 1999; Palmu 2003), I show that students use prosodic imitation to various interactional purposes. It is suggested that the prevalent function of prosodic imitation is to express alignment with the preceding turn/speaker, and the students, especially the girls, make most use of this imitation in the negotiations concerning institutional and gender asymmetries. Prosodic imitation is thereby one means for students to playfully deconstruct the institutionally organized interactional setting, and hence one of the instruments they use to empower themselves in interaction.","publication_date":{"day":30,"month":4,"year":2012,"errors":{}},"publication_name":"Gender and Language","grobid_abstract_attachment_id":114088374},"translated_abstract":null,"internal_url":"https://www.academia.edu/118469844/Prosodic_imitation_in_classroom_interaction_A_gendered_practice_of_empowerment","translated_internal_url":"","created_at":"2024-05-03T01:07:10.338-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":41987261,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":114088374,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114088374/thumbnails/1.jpg","file_name":"genl.v6i1.19720240503-1-ihqz04.pdf","download_url":"https://www.academia.edu/attachments/114088374/download_file?st=MTczMjgxNzk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxNzk0Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Prosodic_imitation_in_classroom_interact.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114088374/genl.v6i1.19720240503-1-ihqz04-libre.pdf?1714734774=\u0026response-content-disposition=attachment%3B+filename%3DProsodic_imitation_in_classroom_interact.pdf\u0026Expires=1732821542\u0026Signature=fMVQGS2a6BX5xnsR4cm512SyfIDLfTkARa3f~hsxKR~3CjTtkQONc3Y7gMPvERBEAOE6FndLlY0SKnK9nL4P5n1xBxTmtkspt8pNqegXdh6Ku3DyesIsfGJdkNj8shvPS8vZoOf3ax1v4RO~Rq-CXRdn-I8oAC-fNVym2B8MayZbFFjknz1Htl3EO47S~dXyHo4EYpQceaWVbUvFyu-EndsZBhO5mvuHppgXv-Ng5nBp8Af~BI-ICymYg0IAPi~Oi2s2ZUU~1LE1s~SKq-Mt~VpOv6-FwjsNj4KRIsqfbvDV7ZSvVmqqxp8AdWDuSd70Zt19bSU8lm96P0CMbb0Hlw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Prosodic_imitation_in_classroom_interaction_A_gendered_practice_of_empowerment","translated_slug":"","page_count":36,"language":"en","content_type":"Work","owner":{"id":41987261,"first_name":"Liisa","middle_initials":null,"last_name":"Tainio","page_name":"LiisaTainio","domain_name":"independent","created_at":"2016-01-24T00:18:26.021-08:00","display_name":"Liisa Tainio","url":"https://independent.academia.edu/LiisaTainio"},"attachments":[{"id":114088374,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/114088374/thumbnails/1.jpg","file_name":"genl.v6i1.19720240503-1-ihqz04.pdf","download_url":"https://www.academia.edu/attachments/114088374/download_file?st=MTczMjgxNzk0Miw4LjIyMi4yMDguMTQ2&st=MTczMjgxNzk0Miw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Prosodic_imitation_in_classroom_interact.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/114088374/genl.v6i1.19720240503-1-ihqz04-libre.pdf?1714734774=\u0026response-content-disposition=attachment%3B+filename%3DProsodic_imitation_in_classroom_interact.pdf\u0026Expires=1732821542\u0026Signature=fMVQGS2a6BX5xnsR4cm512SyfIDLfTkARa3f~hsxKR~3CjTtkQONc3Y7gMPvERBEAOE6FndLlY0SKnK9nL4P5n1xBxTmtkspt8pNqegXdh6Ku3DyesIsfGJdkNj8shvPS8vZoOf3ax1v4RO~Rq-CXRdn-I8oAC-fNVym2B8MayZbFFjknz1Htl3EO47S~dXyHo4EYpQceaWVbUvFyu-EndsZBhO5mvuHppgXv-Ng5nBp8Af~BI-ICymYg0IAPi~Oi2s2ZUU~1LE1s~SKq-Mt~VpOv6-FwjsNj4KRIsqfbvDV7ZSvVmqqxp8AdWDuSd70Zt19bSU8lm96P0CMbb0Hlw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":2846,"name":"Language and Gender","url":"https://www.academia.edu/Documents/in/Language_and_Gender"},{"id":2847,"name":"Conversation Analysis","url":"https://www.academia.edu/Documents/in/Conversation_Analysis"},{"id":8470,"name":"Empowerment","url":"https://www.academia.edu/Documents/in/Empowerment"},{"id":10419,"name":"Negotiation","url":"https://www.academia.edu/Documents/in/Negotiation"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":24342,"name":"Conversation","url":"https://www.academia.edu/Documents/in/Conversation"},{"id":100936,"name":"Imitation","url":"https://www.academia.edu/Documents/in/Imitation"}],"urls":[{"id":41604199,"url":"https://doi.org/10.1558/genl.v6i1.197"}]}, dispatcherData: dispatcherData }); 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