Abstract:

This text propos es an interactional and multimodal perspective on the communicational procedures in immersive history classrooms of advanced learners. Basing upon video- recordings from naturally occuring interactions it analyses the ways in which participants solve locally emerging lexical problems and investigates into their implications for the students’ self-organised appropriation of the foreign language. The analyses offer insights (1) in to the interrelationship between verbal procedures and the students’ note taking practices and (2) the role of gestural display as a means of explaining unknown lexical items. Methodological consequences for further research as well as implications for an empirically based teacher training are highlighted.