Welcome to Volume 11, issue 1 of Classroom Discourse. Our first issue in 2020 features five research articles reporting findings from physical and online learning environments. The topics investigated include minimal response tokens (e.g. mm hm) and how they create space for learning (Girgin and Brandt 2020), epistemic positioning in online discussion forums (Warren and Paulus 2020), the use of indexical expressions in elementary classes (Jadallah et al. 2020), coordinating attention for achieving collaboration (Tapio 2020) and topic management in Chinese as a foreign language classrooms (Dolce and van Compernolle 2020). In addition to the methodological diversity represented by the articles (i.e. the use of mediated discourse analysis, Conversation Analysis, and a combination of generalised linear modelling and lag sequential analysis), the current issue also represents a geographical diversity of data collection sites, which include the US, Finland and Turkey. In the first article, using mediated discourse analysis, Tapio investigates the processes in which participants of a course, majoring in Finnish sign language, ‘create and manage sites of attention for achieving collaboration’ (p. 4) across physical and digital spaces. In addition to the insights provided by the author into the patterns of participant collaboration, the study also extends findings of previous and recent research on gazing behaviours both in online interaction (e.g. Satar 2013) and in classroom settings (e.g. Sert 2019; Waring and Carpenter 2019). Tapio argues that gaze enables interactants ‘to synchronise several mediated actions needed in language learning oriented participation’ (p. 16). In the second article, Warren and Paulus draw on digital CA (Giles et al. 2015) to analyse epistemic positioning of postgraduate students in online discussion forums. Based on data from an asynchronous computer mediated communication context in two US universities, the authors focus particularly on personal experience tellings and reveal how these tellings function in co-constructing expert and novice positioning. By focusing on patterns of (1) assessments of the course content and (2) engagement in troubles telling, they reveal what is treated as learnable by the participants in ways that may not be possible in traditional classrooms. The third article by Jadallah and colleagues is an exploration of indexical expressions in whole-class discussions in four elementary classrooms. Participants include two teachers and 82 students in two schools. The researchers investigate if geographic information system (GIS) technology integration influences the use of, for instance, hedges and boosters by the teachers and students, as well as the distributional patterns of these indexical expressions taken up by the students and the teachers. The authors deploy a combination of generalised linear modelling and lag sequential analysis, the results of which reveal benefits of GIS technology for promoting student contributions to productive whole-class discussions. CLASSROOM DISCOURSE 2020, VOL. 11, NO. 1, 1–3 https://doi.org/10.1080/19463014.2020.1718850

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欢迎来到《课堂话语》第11卷第1期。我们于2020年出版的第一期有五篇研究文章，报告了来自物理和在线学习环境的发现。研究的主题包括最小响应标记（例如mm hm）以及它们如何为学习创造空间（Girgin和Brandt 2020），在线讨论论坛中的认知定位（Warren和Paulus 2020），在基本类中使用索引表达式（Jadallah等） （2020）（Tapio 2020），并协调注意力，以中文作为外语教室实现合作（Tapio 2020）和主题管理（Dolce and van Compernolle 2020）。除了文章所代表的方法上的多样性（即使用中介语篇分析，会话分析，以及广义线性建模和滞后顺序分析的组合）之外，当前的问题还代表了数据收集站点的地域多样性，其中包括美国，芬兰和土耳其。在第一篇文章中，Tapio使用中介语篇分析研究了过程参与者的学习过程，其中以芬兰手语为专业的学生在物理和数字空间中“创建和管理关注站点以实现协作”（第4页）。除了作者提供的关于参与者协作模式的见解之外，该研究还扩展了先前和最近关于在线互动（例如Satar 2013）和教室环境（例如Sert 2019； Waring和Carpenter）中凝视行为的研究结果。 2019）。Tapio认为，凝视使互动者“能够同步面向语言学习的参与所需的几种中介行为”（第16页）。在第二篇文章中，Warren和Paulus利用数字CA（Giles等人，2015年）分析了在线讨论论坛中研究生的认知定位。基于来自两所美国大学的异步计算机介导的交流环境中的数据，作者特别关注个人经验讲述，并揭示了这些讲述在共同构建专家和新手定位中的作用。通过关注（1）对课程内容的评估和（2）进行故障排除的模式，它们揭示了参与者认为可以以传统教室不可能的方式学习的内容。Jadallah和同事的第三篇文章探讨了在四个基本教室中全班讨论中的索引表达。参加者包括两所学校的两名教师和82名学生。研究人员调查了地理信息系统（GIS）技术的整合是否会影响教师和学生对树篱和助推器的使用，以及学生和教师所采用的这些索引表达的分布方式。作者将广义线性建模和滞后顺序分析相结合，其结果揭示了GIS技术在促进学生对富有成效的全班讨论的贡献方面的优势。教室探秘2020，VOL。11号 1，1-3 https://doi.org/10.1080/19463014.2020.1718850 以及学生和教师所采用的这些索引表达式的分布模式。作者将广义线性建模和滞后顺序分析相结合，其结果揭示了GIS技术在促进学生对富有成效的全班讨论的贡献方面的优势。教室探秘2020，VOL。11号 1，1-3 https://doi.org/10.1080/19463014.2020.1718850 以及学生和教师所采用的这些索引表达式的分布模式。作者将广义线性建模和滞后顺序分析相结合，其结果揭示了GIS技术在促进学生对富有成效的全班讨论的贡献方面的优势。教室探秘2020，VOL。11号 1，1-3 https://doi.org/10.1080/19463014.2020.1718850