Vivien Heller
Biographic Data
| ID | 119959 |
|---|---|
| NAME | Vivien Heller |
| GIVEN NAMES | Vivien |
| FAMILY NAME | Heller |
| SIGNATURE | HELLER V |
| AFFILIATIONS | University of Wuppertal |
| ORCID | 0000-0001-9135-5760 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Students' recycling practices in whole-class discussions. Peers’ explanations and arguments as models
Palm-Up Gestures in Children's Give and Take of Arguments: Embodied Practices and Implications for a Theory of Discourse Competence
Given the growing recognition of embodiment in conversational argumentation, it becomes crucial to conceptualize children's ability to argue not merely as a linguistic skill but also as an embodied one. This study investigates multimodal gestalts involving palm-up (PU) gestures in peer interactions. While PU gestures have been observed in children's storytelling and explanations—mainly in monologic contexts—their role in conversational argumentat…
Uses of interpersonal touch in educational settings: Organizing social relations, participation, and learning
Engaging ‘silent’ students in classroom discussions: A micro-analytic view on teachers’ embodied enactments of cold-calling practices
Cold-calling has been proposed as an effective engagement strategy to enhance student participation in whole-class discussions. However, calling on students who did not volunteer can also be understood as a face-threat. The ways in which teachers accomplish cold-calling could prove critical as to how cold-calling is received. The linguistic, interactive, and bodily enactment of cold-calling though has not yet been studied. Drawing on multimodal i…
Argumentation as a situated discursive practice: Social and epistemic functions
Touch in learning interactions with autistic children: Socialising attention and engagement
The co-construction of competence: Trusting autistic children's abilities in interactions with peers and teachers
Ethnografien und Interaktionsanalysen im schulischen Feld: Diskursive Praktiken und Passungen interdisziplinär
Dieser Band mit Beiträgen aus der Interaktionslinguistik und der qualitativ und ethnografisch ausgerichteten Soziologie und Pädagogik lotet aus, wie Ethnografien und Interaktionsanalysen zur Rekonstruktion der Herstellung sozialer Ordnung in Unterricht und Schule und - weiter gefasst - zur Erzeugung von Bildungsungleichheiten beitragen können. Die im Band vereinten Studien zeigen, dass mikroanalytische Ansätze musterhafte Prozesse innerhalb des s…
Transcription notation
Becoming skilled at explaining and arguing
arguing can be considered sedimented discursive practices
Establishing joint imagined spaces in game explanations
This study builds on the observation that establishing joint imagined space is an integral part of a wide range of discursive practices, e.g. telling a story or discussing architectonic problems. Conceptualizing imagination as a co-operative and interactively organized activity that involves the participants’ embodied co-orientation to absent entities, we examine in detail how an imagined space of a game board is created in the activity of explai…
Embodied displacements in young German children’s storytelling
This paper is concerned with embodied processes of joint imagination in young children’s narrative interactions. Based on Karl Bühler’s notion of ‘deixis in the imagination’, it examines in detail how a 19-month-old German-speaking child, engaged in picture book reading with his mother, brings about different subtypes of deixis in the imagination by either ‘displacing’ what is absent into the given order of perception (e.g. by using the hand as a…
Embodying epistemic responsibility
The study explores how children deploy gaze and embodied epistemic stance displays to establish a mutual epistemic responsibility when dealing with potentially controversial questions. Drawing on video recordings of 24 peer interactions involving children aged 9-12 years, the sequential and multimodal analysis describes the practices that construct intercorporeal participation frameworks for collaborative reasoning. Findings demonstrate that chil…
On the sequential organization and genre-orientation of discourse units in interaction: An analytic framework
The article deals with larger stretches of talk-in-interaction and argues in favor of a descriptive approach, which integrates the structural requirements of global organization, the special type of sequential orderliness within larger units as well as the genre-orientation of these units. Drawing on previous work in conversation analysis, discourse analysis and the sociological genre analysis, the article introduces GLOBE as an analytical tool w…
Kinder argumentieren. Interaktive Erwerbskontexte und -mechanismen: Zur Einführung
Schon ein erster Blick auf die interaktiven Anforderungen an das Argumentieren in Gesprchen macht
Discursive practices in family dinner talk and classroom discourse: A contextual comparison
Learning in context: Linguistic, social and cultural explanations of inequality
On the sequential organization and genre-orientation of discourse units in interaction: An analytic framework
The article deals with larger stretches of talk-in-interaction and argues in favor of a descriptive approach, which integrates the structural requirements of global organization, the special type of sequential orderliness within larger units as well as the genre-orientation of these units. Drawing on previous work in conversation analysis, discourse analysis and the sociological genre analysis, the article introduces GLOBE as an analytical tool w…
Discursive practices in family dinner talk and classroom discourse: A contextual comparison
Learning in context: Linguistic, social and cultural explanations of inequality
Kinder argumentieren. Interaktive Erwerbskontexte und -mechanismen: Zur Einführung
Schon ein erster Blick auf die interaktiven Anforderungen an das Argumentieren in Gesprchen macht
On the sequential organization and genre-orientation of discourse units in interaction: An analytic framework
The article deals with larger stretches of talk-in-interaction and argues in favor of a descriptive approach, which integrates the structural requirements of global organization, the special type of sequential orderliness within larger units as well as the genre-orientation of these units. Drawing on previous work in conversation analysis, discourse analysis and the sociological genre analysis, the article introduces GLOBE as an analytical tool w…
Embodying epistemic responsibility
The study explores how children deploy gaze and embodied epistemic stance displays to establish a mutual epistemic responsibility when dealing with potentially controversial questions. Drawing on video recordings of 24 peer interactions involving children aged 9-12 years, the sequential and multimodal analysis describes the practices that construct intercorporeal participation frameworks for collaborative reasoning. Findings demonstrate that chil…
Embodied displacements in young German children’s storytelling
This paper is concerned with embodied processes of joint imagination in young children’s narrative interactions. Based on Karl Bühler’s notion of ‘deixis in the imagination’, it examines in detail how a 19-month-old German-speaking child, engaged in picture book reading with his mother, brings about different subtypes of deixis in the imagination by either ‘displacing’ what is absent into the given order of perception (e.g. by using the hand as a…
Ethnografien und Interaktionsanalysen im schulischen Feld: Diskursive Praktiken und Passungen interdisziplinär
Dieser Band mit Beiträgen aus der Interaktionslinguistik und der qualitativ und ethnografisch ausgerichteten Soziologie und Pädagogik lotet aus, wie Ethnografien und Interaktionsanalysen zur Rekonstruktion der Herstellung sozialer Ordnung in Unterricht und Schule und - weiter gefasst - zur Erzeugung von Bildungsungleichheiten beitragen können. Die im Band vereinten Studien zeigen, dass mikroanalytische Ansätze musterhafte Prozesse innerhalb des s…
Transcription notation
Becoming skilled at explaining and arguing
arguing can be considered sedimented discursive practices
Establishing joint imagined spaces in game explanations
This study builds on the observation that establishing joint imagined space is an integral part of a wide range of discursive practices, e.g. telling a story or discussing architectonic problems. Conceptualizing imagination as a co-operative and interactively organized activity that involves the participants’ embodied co-orientation to absent entities, we examine in detail how an imagined space of a game board is created in the activity of explai…
The co-construction of competence: Trusting autistic children's abilities in interactions with peers and teachers
Engaging ‘silent’ students in classroom discussions: A micro-analytic view on teachers’ embodied enactments of cold-calling practices
Cold-calling has been proposed as an effective engagement strategy to enhance student participation in whole-class discussions. However, calling on students who did not volunteer can also be understood as a face-threat. The ways in which teachers accomplish cold-calling could prove critical as to how cold-calling is received. The linguistic, interactive, and bodily enactment of cold-calling though has not yet been studied. Drawing on multimodal i…
Argumentation as a situated discursive practice: Social and epistemic functions
Touch in learning interactions with autistic children: Socialising attention and engagement
Uses of interpersonal touch in educational settings: Organizing social relations, participation, and learning
Students' recycling practices in whole-class discussions. Peers’ explanations and arguments as models
Palm-Up Gestures in Children's Give and Take of Arguments: Embodied Practices and Implications for a Theory of Discourse Competence
Given the growing recognition of embodiment in conversational argumentation, it becomes crucial to conceptualize children's ability to argue not merely as a linguistic skill but also as an embodied one. This study investigates multimodal gestalts involving palm-up (PU) gestures in peer interactions. While PU gestures have been observed in children's storytelling and explanations—mainly in monologic contexts—their role in conversational argumentat…
Psychology (11 works) · Sociology (9 works) · Linguistics (8 works) · Embodied cognition (7 works) · Epistemology (7 works) · Communication (6 works) · Computer Science (6 works) · Philosophy (6 works) · Conversation (5 works) · Conversation analysis (5 works)