Through detailed multimodal analyses, this article shows how participants of an English language course create and manage sites of attention for achieving collaboration across multiple spaces. The ethnographic data for the study comes from an English language course 'Academic reading' offered for university students majoring in Finnish Sign…

This paper describes how teachers employ gaze, head nods and pointing gestures in allocating response turns to students in whole-class instructional interaction. Specifically, it focuses on examining teachers' embodied allocations--that is, turn-allocations produced (mostly) by embodied means--and the sequential positions in which they are…