J Cromdal
Biographic Data
| ID | 16427 |
|---|---|
| NAME | J Cromdal |
| GIVEN NAMES | J |
| FAMILY NAME | Cromdal |
| SIGNATURE | CROMDAL J |
| AFFILIATIONS | Linköping University |
| ORCID | 0000-0002-2314-4942 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 221 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 9 |
Conversation Analysis and Emergency Calls
Calls for emergency assistance are operated by a range of organizations across the world, including local police authorities, medical institutions, and dedicated dispatch centers.
Looking for Trouble: Pre‐Intervention Monitoring in Human and AI Driver Training
We compare two types of situations involving monitoring of car driving: a driving instructor overseeing a trainee driver and a safety driver overseeing the performance of autonomous vehicle (AV) software. Our focus is on instances of monitoring that precede (1) interventions that are aborted before impacting the driving and (2) actual interventions on the driving in these two different settings. We find that in both cases the monitoring party “wa…
What the mirrors won't tell: Instructing the blind spot check in driver training
Visually monitoring the surrounding traffic is key to safe driving. This article examines howtrainee drivers (TDs) enrolled in a Swedish driving school practice checking the blind spot,i.e., the lateral field behind the car not covered by its mirrors. Using multimodal conversationanalysis to examine a collection of blind spot checks (BSCs) drawn from an extended longitudinalcorpus of video recorded driving sessions, we identify how visually orien…
Daring to taste: The organisation of children's tasting practices during preschool lunches
Tasting food is the first step toward diversifying eating habits, and studies with children have typically focused on their sensory education and willingness to try new foods. While very little is known about how children taste foods during everyday mealtimes, EMCA (ethnomethodological and conversation analytic) research on adult tasting in naturalistic settings has demonstrated regular organisational patterns. This paper brings these two researc…
Expecting the unpredictable: Categorisation of children and youth during driver training
This paper presents an analysis of how the particular categories of children and youth are used within the instructional work of learning to drive. Using Membership Categorisation Analysis (MCA) and multimodal Conversation Analysis (CA) of a collection of cases drawn from 85 video-recorded driving lessons, we demonstrate how the participants treat children and youth as a category of traffic users whose main category predicate appears to be their …
A weak case for solitary confinement: Categorisation, collegiality and accountability arrangements in a special residential home
This article is a single case analysis of trouble talk taking place between teachers and care workers at a Swedish special residential home for boys and young men (aged 12–20). The topic of the talk is a potentially unwarranted solitary detention of a student. Using sequential- and Membership Categorisation analyses, we examine the participants’ methods for talking about the event as institutionally problematic while avoiding to blame the teacher…
Telling the Other's side: Formulating others' mental states in driver training
Showing where you're going. Instructing the accountable use of the indicator in live traffic
This article takes an interest in how students at a driving school are instructed how to make the car's behaviour intelligible ( accountable ) to other road users in traffic. Taking the indicator as an example, the analytic focus is on the ways in which the indicator's relevance is instructed and its timely activation practiced, and how activating the indicator is instructed as part of more encompassing turning procedures. The indicator is one of…
Parsing tasks for the mobile novice in real time: Orientation to the learner's actions and to spatial and temporal constraints in instructing-on-the-move
Basically it's the Usual Whole Teen Girl Thing: Stage-of-Life Categories on a Children and Young People's Helpline
This article explores the practices of membership categorization in the interactions of clients and counselors on a national Australian helpline (Kids Helpline [KHL]) for children and young persons. Our focus is on membership categories drawn from three membership category devices (MCDs): stage-of-life (SOL), age, and family. Analysis draws on data across different contact modalities-email and web-counseling sessions-to examine how category-gener…
Pranking in Children's Helpline Calls
Pranking can be understood as challenging a normative social order. One environment where pranking occurs is in institutional interaction. The present study examines a sample of pranking calls to telephone helplines for children and young people. Some cases had been posted on YouTube by the person doing the pranking; others were from a sub-collection of possible pranks, extracted from a larger corpus of Australian children's counselling helpline …
Crafting Instructions Collaboratively: Student Questions and Dual Addressivity in Classroom Task Instructions
This study examines classroom task instructions—phases traditionally associated with noninteractional objectives and operations—and reveals their composition as interactionally complex and cocrafted. Analyses of video sequences of task instructional activity from three different secondary school lessons show that student questions routinely contribute to making task instructions followable. In this environment, student questions set up tensions b…
Bilingual and second language interactions: Views from Scandinavia
Studies of social interaction are intimately concerned with the variety of ways in which people draw on language and other semiotic resources to produce and make sense of locally situated courses of action. Through this conduct, they inevitably 'produce and manage settings of organised everyday affairs' (Garfinkel, 1967), and so ultimately studies of social interaction can be seen as explorations of the 'settinged' (Sacks, 1992, Vol. 1, p. 516) n…
Working Towards Trouble: Some Categorial Resources for Accomplishing Disputes in a Correctional Youth Facility
Approach – A handful of studies in ethnomethodology have targeted the conflicts of young members of society (Butler, 2008; Church, 2009; Danby & Baker, 1998a; Maynard, 1985a; Theobald & Danby, 2012, in press). Two occasionally overlapping strands of inquiry may be identified in this research: studies with an interest in charting the local organization of dispute exchanges and those seeking to highlight the socializing aspects of dispute procedure…
SOS 112 what has occurred?” Managing openings in children's emergency calls
Finding out what’s happened: Two procedures for opening emergency calls
This article examines two corpora of telephone calls to the Swedish emergency services SOS-Alarm. The focus of analysis is on the procedural consequentiality of the routine opening by the operator. In the first corpus, the summons are answered by identification of the service via the emergency number. In the second corpus, the protocol has been altered, such that the opening entails the emergency number combined with a standard query concerning t…
When education seeps into 'free play: How preschool children accomplish multilingual education
Childhood and social interaction in everyday life: Introduction to the special issue
Context that matters: Producing "thick-enough descriptions" in initial emergency reports
Bilingual order in collaborative word processing: On creating an English text in Swedish
Building bilingual oppositions: Code-switching in children's disputes
This article investigates children's procedures for constructing oppositional stances in argumentative exchanges. While most previous research on children's arguments entails a monolingual bias, the present analysis focuses on bilingual practices of code-switching in disputes emerging during play activities. Drawing on more than ten hours of video-taped play interaction in a bilingual school setting, it is shown how the language contrast arising …
The Creation and Administration of Social Relations in Bilingual Group Work
While recent studies of task-focused activities in bilingual groups of students focus on the social nature of knowledge construction as part of the (language) learning process, they sometimes leave out the role of such bilingual practices as language choice and alternation in the interactional accomplishment of social relations. The present study highlights the bilingual aspects of social interaction in a group of four Danish-Turkish students eng…
Overlap in Bilingual Play: Some Implications of Code-Switching for Overlap Resolution
This paper examines children's procedures for dealing with simultaneous bilingual speech as it arises in multiparty play episodes. Sequential analyses of more than 10 hr of videorecorded recess activities at an English school in Sweden revealed that children use an array of methods to minimize the overlapping passage. Exceptions to this may be found in exchanges that are demonstrably competitive with regard to turn taking, in which participants' …
Can I be with: Negotiating play entry in a bilingual school
Footing in bilingual play
In Goffman's classic paper (1979), bilingual code-switching was seen as a prototypical device for accomplishing shifts in footing. Yet his work has not informed research on code-switching to any great extent. The present study of primary school children's play interaction in an English-Swedish school setting combines a sequential approach to code-switching with an analysis of footing (cf. Auer 1984), extending prior work in showing that code-swit…
Building bilingual oppositions: Code-switching in children's disputes
This article investigates children's procedures for constructing oppositional stances in argumentative exchanges. While most previous research on children's arguments entails a monolingual bias, the present analysis focuses on bilingual practices of code-switching in disputes emerging during play activities. Drawing on more than ten hours of video-taped play interaction in a bilingual school setting, it is shown how the language contrast arising …
Can I be with: Negotiating play entry in a bilingual school
Footing in bilingual play
In Goffman's classic paper (1979), bilingual code-switching was seen as a prototypical device for accomplishing shifts in footing. Yet his work has not informed research on code-switching to any great extent. The present study of primary school children's play interaction in an English-Swedish school setting combines a sequential approach to code-switching with an analysis of footing (cf. Auer 1984), extending prior work in showing that code-swit…
Context that matters: Producing "thick-enough descriptions" in initial emergency reports
Telling the Other's side: Formulating others' mental states in driver training
Parsing tasks for the mobile novice in real time: Orientation to the learner's actions and to spatial and temporal constraints in instructing-on-the-move
When education seeps into 'free play: How preschool children accomplish multilingual education
Bilingual order in collaborative word processing: On creating an English text in Swedish
Childhood and social interaction in everyday life: Introduction to the special issue
Showing where you're going. Instructing the accountable use of the indicator in live traffic
This article takes an interest in how students at a driving school are instructed how to make the car's behaviour intelligible ( accountable ) to other road users in traffic. Taking the indicator as an example, the analytic focus is on the ways in which the indicator's relevance is instructed and its timely activation practiced, and how activating the indicator is instructed as part of more encompassing turning procedures. The indicator is one of…
Finding out what’s happened: Two procedures for opening emergency calls
This article examines two corpora of telephone calls to the Swedish emergency services SOS-Alarm. The focus of analysis is on the procedural consequentiality of the routine opening by the operator. In the first corpus, the summons are answered by identification of the service via the emergency number. In the second corpus, the protocol has been altered, such that the opening entails the emergency number combined with a standard query concerning t…
Overlap in Bilingual Play: Some Implications of Code-Switching for Overlap Resolution
This paper examines children's procedures for dealing with simultaneous bilingual speech as it arises in multiparty play episodes. Sequential analyses of more than 10 hr of videorecorded recess activities at an English school in Sweden revealed that children use an array of methods to minimize the overlapping passage. Exceptions to this may be found in exchanges that are demonstrably competitive with regard to turn taking, in which participants' …
Basically it's the Usual Whole Teen Girl Thing: Stage-of-Life Categories on a Children and Young People's Helpline
This article explores the practices of membership categorization in the interactions of clients and counselors on a national Australian helpline (Kids Helpline [KHL]) for children and young persons. Our focus is on membership categories drawn from three membership category devices (MCDs): stage-of-life (SOL), age, and family. Analysis draws on data across different contact modalities-email and web-counseling sessions-to examine how category-gener…
The Creation and Administration of Social Relations in Bilingual Group Work
While recent studies of task-focused activities in bilingual groups of students focus on the social nature of knowledge construction as part of the (language) learning process, they sometimes leave out the role of such bilingual practices as language choice and alternation in the interactional accomplishment of social relations. The present study highlights the bilingual aspects of social interaction in a group of four Danish-Turkish students eng…
Daring to taste: The organisation of children's tasting practices during preschool lunches
Tasting food is the first step toward diversifying eating habits, and studies with children have typically focused on their sensory education and willingness to try new foods. While very little is known about how children taste foods during everyday mealtimes, EMCA (ethnomethodological and conversation analytic) research on adult tasting in naturalistic settings has demonstrated regular organisational patterns. This paper brings these two researc…
SOS 112 what has occurred?” Managing openings in children's emergency calls
Expecting the unpredictable: Categorisation of children and youth during driver training
This paper presents an analysis of how the particular categories of children and youth are used within the instructional work of learning to drive. Using Membership Categorisation Analysis (MCA) and multimodal Conversation Analysis (CA) of a collection of cases drawn from 85 video-recorded driving lessons, we demonstrate how the participants treat children and youth as a category of traffic users whose main category predicate appears to be their …
Crafting Instructions Collaboratively: Student Questions and Dual Addressivity in Classroom Task Instructions
This study examines classroom task instructions—phases traditionally associated with noninteractional objectives and operations—and reveals their composition as interactionally complex and cocrafted. Analyses of video sequences of task instructional activity from three different secondary school lessons show that student questions routinely contribute to making task instructions followable. In this environment, student questions set up tensions b…
Pranking in Children's Helpline Calls
Pranking can be understood as challenging a normative social order. One environment where pranking occurs is in institutional interaction. The present study examines a sample of pranking calls to telephone helplines for children and young people. Some cases had been posted on YouTube by the person doing the pranking; others were from a sub-collection of possible pranks, extracted from a larger corpus of Australian children's counselling helpline …
Footing in bilingual play
In Goffman's classic paper (1979), bilingual code-switching was seen as a prototypical device for accomplishing shifts in footing. Yet his work has not informed research on code-switching to any great extent. The present study of primary school children's play interaction in an English-Swedish school setting combines a sequential approach to code-switching with an analysis of footing (cf. Auer 1984), extending prior work in showing that code-swit…
Overlap in Bilingual Play: Some Implications of Code-Switching for Overlap Resolution
This paper examines children's procedures for dealing with simultaneous bilingual speech as it arises in multiparty play episodes. Sequential analyses of more than 10 hr of videorecorded recess activities at an English school in Sweden revealed that children use an array of methods to minimize the overlapping passage. Exceptions to this may be found in exchanges that are demonstrably competitive with regard to turn taking, in which participants' …
Can I be with: Negotiating play entry in a bilingual school
The Creation and Administration of Social Relations in Bilingual Group Work
While recent studies of task-focused activities in bilingual groups of students focus on the social nature of knowledge construction as part of the (language) learning process, they sometimes leave out the role of such bilingual practices as language choice and alternation in the interactional accomplishment of social relations. The present study highlights the bilingual aspects of social interaction in a group of four Danish-Turkish students eng…
Building bilingual oppositions: Code-switching in children's disputes
This article investigates children's procedures for constructing oppositional stances in argumentative exchanges. While most previous research on children's arguments entails a monolingual bias, the present analysis focuses on bilingual practices of code-switching in disputes emerging during play activities. Drawing on more than ten hours of video-taped play interaction in a bilingual school setting, it is shown how the language contrast arising …
Bilingual order in collaborative word processing: On creating an English text in Swedish
Context that matters: Producing "thick-enough descriptions" in initial emergency reports
When education seeps into 'free play: How preschool children accomplish multilingual education
Childhood and social interaction in everyday life: Introduction to the special issue
Working Towards Trouble: Some Categorial Resources for Accomplishing Disputes in a Correctional Youth Facility
Approach – A handful of studies in ethnomethodology have targeted the conflicts of young members of society (Butler, 2008; Church, 2009; Danby & Baker, 1998a; Maynard, 1985a; Theobald & Danby, 2012, in press). Two occasionally overlapping strands of inquiry may be identified in this research: studies with an interest in charting the local organization of dispute exchanges and those seeking to highlight the socializing aspects of dispute procedure…
SOS 112 what has occurred?” Managing openings in children's emergency calls
Finding out what’s happened: Two procedures for opening emergency calls
This article examines two corpora of telephone calls to the Swedish emergency services SOS-Alarm. The focus of analysis is on the procedural consequentiality of the routine opening by the operator. In the first corpus, the summons are answered by identification of the service via the emergency number. In the second corpus, the protocol has been altered, such that the opening entails the emergency number combined with a standard query concerning t…
Bilingual and second language interactions: Views from Scandinavia
Studies of social interaction are intimately concerned with the variety of ways in which people draw on language and other semiotic resources to produce and make sense of locally situated courses of action. Through this conduct, they inevitably 'produce and manage settings of organised everyday affairs' (Garfinkel, 1967), and so ultimately studies of social interaction can be seen as explorations of the 'settinged' (Sacks, 1992, Vol. 1, p. 516) n…
Pranking in Children's Helpline Calls
Pranking can be understood as challenging a normative social order. One environment where pranking occurs is in institutional interaction. The present study examines a sample of pranking calls to telephone helplines for children and young people. Some cases had been posted on YouTube by the person doing the pranking; others were from a sub-collection of possible pranks, extracted from a larger corpus of Australian children's counselling helpline …
Crafting Instructions Collaboratively: Student Questions and Dual Addressivity in Classroom Task Instructions
This study examines classroom task instructions—phases traditionally associated with noninteractional objectives and operations—and reveals their composition as interactionally complex and cocrafted. Analyses of video sequences of task instructional activity from three different secondary school lessons show that student questions routinely contribute to making task instructions followable. In this environment, student questions set up tensions b…
Showing where you're going. Instructing the accountable use of the indicator in live traffic
This article takes an interest in how students at a driving school are instructed how to make the car's behaviour intelligible ( accountable ) to other road users in traffic. Taking the indicator as an example, the analytic focus is on the ways in which the indicator's relevance is instructed and its timely activation practiced, and how activating the indicator is instructed as part of more encompassing turning procedures. The indicator is one of…
Parsing tasks for the mobile novice in real time: Orientation to the learner's actions and to spatial and temporal constraints in instructing-on-the-move
Basically it's the Usual Whole Teen Girl Thing: Stage-of-Life Categories on a Children and Young People's Helpline
This article explores the practices of membership categorization in the interactions of clients and counselors on a national Australian helpline (Kids Helpline [KHL]) for children and young persons. Our focus is on membership categories drawn from three membership category devices (MCDs): stage-of-life (SOL), age, and family. Analysis draws on data across different contact modalities-email and web-counseling sessions-to examine how category-gener…
Telling the Other's side: Formulating others' mental states in driver training
A weak case for solitary confinement: Categorisation, collegiality and accountability arrangements in a special residential home
This article is a single case analysis of trouble talk taking place between teachers and care workers at a Swedish special residential home for boys and young men (aged 12–20). The topic of the talk is a potentially unwarranted solitary detention of a student. Using sequential- and Membership Categorisation analyses, we examine the participants’ methods for talking about the event as institutionally problematic while avoiding to blame the teacher…
Expecting the unpredictable: Categorisation of children and youth during driver training
This paper presents an analysis of how the particular categories of children and youth are used within the instructional work of learning to drive. Using Membership Categorisation Analysis (MCA) and multimodal Conversation Analysis (CA) of a collection of cases drawn from 85 video-recorded driving lessons, we demonstrate how the participants treat children and youth as a category of traffic users whose main category predicate appears to be their …
What the mirrors won't tell: Instructing the blind spot check in driver training
Visually monitoring the surrounding traffic is key to safe driving. This article examines howtrainee drivers (TDs) enrolled in a Swedish driving school practice checking the blind spot,i.e., the lateral field behind the car not covered by its mirrors. Using multimodal conversationanalysis to examine a collection of blind spot checks (BSCs) drawn from an extended longitudinalcorpus of video recorded driving sessions, we identify how visually orien…
Daring to taste: The organisation of children's tasting practices during preschool lunches
Tasting food is the first step toward diversifying eating habits, and studies with children have typically focused on their sensory education and willingness to try new foods. While very little is known about how children taste foods during everyday mealtimes, EMCA (ethnomethodological and conversation analytic) research on adult tasting in naturalistic settings has demonstrated regular organisational patterns. This paper brings these two researc…
Conversation Analysis and Emergency Calls
Calls for emergency assistance are operated by a range of organizations across the world, including local police authorities, medical institutions, and dedicated dispatch centers.
Looking for Trouble: Pre‐Intervention Monitoring in Human and AI Driver Training
We compare two types of situations involving monitoring of car driving: a driving instructor overseeing a trainee driver and a safety driver overseeing the performance of autonomous vehicle (AV) software. Our focus is on instances of monitoring that precede (1) interventions that are aborted before impacting the driving and (2) actual interventions on the driving in these two different settings. We find that in both cases the monitoring party “wa…
Language, Discourse, Communication Strategies (23 works) · Psychology (22 works) · Computer Science (15 works) · Political science (11 works) · Sociology (11 works) · Social Psychology (10 works) · Communication (7 works) · Discourse Analysis in Language Studies (7 works) · Language, Metaphor, and Cognition (7 works) · Artificial Intelligence (6 works)