Learning as inter‐ action: We‐processes in second language acquisition and teaching

Abstract When people inter‐ act, they act conjointly, not as independent beings. This article explores the role of interactive we‐processes in second language acquisition and teaching (SLA/T). First, we define we‐processes, review literature, and summarize our theoretical framework—a sociocognitive approach to SLA/T. Second, we present an exploratory study of we‐processes in an Australian ESL classroom, microanalyzing a 55‐second videotaped interaction using novel methods. Evidence for language learning‐and‐teaching‐related we‐processes was found in multiple areas: embodied participation framework, intertwined semiosis, interactional infrastructure, pronunciation as learning action, interactional identity/face, multimodal coordination, affect, and language production. Third, we discuss the theoretical–empirical results of our exploration comparatively with the conversation analysis (CA) approach in SLA/T studies.