Abstracts - Earli

are oriented to by the participants and which facilitate language use and development. The detail inface-to-face peer interaction uncovered by two mobile cameras’ focus on dyadic tasks along withthe length of data collection allow for the phenomenon of repair to be seen both as a local resourcefor the microgenesis (Korobov & Bamberg, 2004) of learning a new language and a site forunderstanding learning over time. Findings show that practices for repair are used by learners tofacilitate interpersonal interaction and to negotiate language structure both in task-directed andconversational genres. Over time, practices for repair develop as part of a learner’s repertoire forinteraction in the new language. Inez’s repertoire developed to include repair types noted inprevious research on native speaker interaction such as ‘open-class’ repairs (Drew, 1997).Studying learning as changing participation in doing repair – the relevance of situational contextCathrin Martin, Department of Education, Uppsala university, SwedenThe aim of the reported research is to address how learning is constituted through longitudinalchanges in the way participants take part in doing so called repair in relation to a learning task. Aparticular focus is the relevance of how the situational context is oriented to by participants. Thisresearch has been carried out against the background of understanding learning as interactional innature. Repair is an “understanding-display device” by which participants have the possibility tocheck, correct and query their local understandings in interaction as it unfolds. It is a distinct andorderly process whereby participants on a turn-by-turn basis orient to a problem or difficulty in aturn, make relevant what the problem is, and try to solve it. As such repairs are observable andpossible to explore. The data material consists of longitudinal video-recorded naturally occurringphysiotherapist-patient encounters. A detailed analysis and description is made possible throughthe use of perspectives and methods found within conversation analysis. The findings show that achange in participation is evident as a gradual stepwise change in the “doings of repair” over timefrom the physiotherapist to the patient regarding who is responsible and in control of detecting andsolving the problems. The relevance of the situational context is captured as shorter and shorteralternating miniature cycles of change in this progressive change in the organisation of repair. Acontinuous re-contextualisation of relevant local understanding and skill in relation to the learningtask is particularly evident in these cycles when a new aspect or component of the task isintroduced. Findings provide empirical support for demonstrating that culturally broad changes inan activity ultimately have their origin in the smaller changes in people’s participation in activitiesof everyday life.Learning to fly – the progressive development of situational awarenessHelen Melander, Department of Education, Uppsala university, SwedenFritjof Sahlström, Department of Education, Uppsala university, SwedenThis paper investigates how situational awareness is constituted in the moment-to-momentinteraction between a student learning to fly an airplane and her teacher, and how the studentlearns situational awareness, i.e. the ability to analyse a situation so as to provide ground forinformed decisions about next actions. In the paper, a view of situational awareness as aninteractional on-going accomplishment is proposed. The paper demonstrates how situationalawareness is socially established and learned in briefing sessions, in flight lessons in the actualairplane, and in debriefing sessions. Learning is approached from within a conversation analytic(CA) perspective, building on prior CA research on the organisation of human interaction. Theempirical material consists of video recordings of flight lessons. Three students were followed andrecorded during a series of briefing sessions, flight lessons and debriefing sessions. The studiedtask concerns situational awareness in recovering from abnormal attitudes. The results show that in– 24 –