Pochon-Berger, Evelyne

2019, Pekarek Doehler, Simona, Pochon-Berger, Evelyne, Hellermann, John, Eskildsen, Søren, Pekarek Doehler, Simona, Piirainen-Marsh, Arja

2017, Pochon-Berger, Evelyne, Fasel Lauzon, Virginie

2015-9-1, Pochon-Berger, Evelyne, Pekarek Doehler, Simona

2014-6-1, Girard-Groeber, Simone, Pochon-Berger, Evelyne

This article examines a recurrent phenomenon in sign language interaction: the freezing of a sign, called a ‘hold’, in turn-final position. This phenomenon is traditionally described as a prosodic feature that contributes to the rhythm of signed talk and to the marking of syntactic boundaries, hence not adding any propositional content on its own. A detailed observation of these holds in naturally occurring conversational data, however, raises the following questions: What is the relevance of such holds in the management of turn-taking? What meaningful social action do they accomplish? Based on 90 min of video-recordings of Swiss German Sign Language (DSGS) interaction within an institutional setting, we undertake micro-sequential and multimodal analyses yielding the following findings (1) turnfinal holds occur recurrently in turns that set a strong action projection (e.g. questions), (2) they embody the current speaker’s expectations regarding next actions; and therefore (3) their release is finely tuned to the recognizability of the relevant and expected next action in progress.

2018-6-30, Pekarek Doehler, Simona, Pochon-Berger, Evelyne

2017, Pochon-Berger, Evelyne

The present study investigates how institutional relationships and identities are interactionally configured in a domestic context: the sojourn of an au-pair with a host family. While the au-pair regularly takes part in the family's ordinary life and becomes sort of a 'member' of the family over time, she is at the same time hired by the family as a childcare provider. Our study reveals that these institutional identities are oriented to by the participants, in particular during storytellings about the host family children's misconduct. The study is based on a corpus of 7 hours of dinner table conversations between Julie and her French-speaking host family. Drawing on Conversation Analysis, we show how, during storytelling, the au-pair and the host mother claim, display and negotiate their epistemic rights in relation to childcare in general or with these specific children.

2015, Pochon-Berger, Evelyne, Pekarek Doehler, Simona, Koenig, Clelia, Grujicic-Alatriste, Lubie

2018, Pochon-Berger, Evelyne, Pekarek Doehler, Simona, Pekarek Doehler, Simona, González-Martínez, Esther, Wagner, Johannes

2016, Pochon-Berger, Evelyne, Fasel Lauzon, Virginie

This chapter examines emotion displays in second language (L2) dyadic interactions involving an L2 French-speaking au pair and her L1 French-speaking host family. Data are drawn from a corpus of audio-recorded dinnertime talk. The analysis focuses on the ways the au pair displays her orientation to a co-­participant’s emotional stance. The study shows that the ability to appropriately display, recognize, and respond to emotions is an important part of L2 interactional competence. Orienting to a co-participant’s emotional stances plays a central role in allowing the au pair and her host family to establish “emotional solidarity,” leading to her status as an “insider,” legitimate interactional partner, and valued member of the family.

2015, Pekarek Doehler, Simona, Pochon-Berger, Evelyne, Cadierno, Teresa, Eskildsen, Søren