Challenging moments as opportunities to learn: The role of nonverbal interactional resources in dealing with conflicts in English as a lingua franca classroom interactions

This study sequentially analyzes interactional conflicts among students and instructors in writing classrooms at a U.S. university in which English functions as a lingua franca, highlighting how students from various linguistic and cultural backgrounds employ nonverbal interactional resources (e.g., silence, gaze, and gesture) along with speech when disagreeing and/or disengaging. The consensus-oriented and cooperative aspects of English as a lingua franca (ELF) interactions have been widely documented (e.g., Mauranen, 2012, Seidlhofer, 2001), but recent research (e.g., Jenks, 2012) has started to illuminate aspects of uncooperativeness in various ELF interactional contexts. Using sequential, multimodal analysis, this study illustrates how students effectively coordinate various nonverbal ...

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