Foregrounding Peripheral Experience: Co-operative Action and Sensory Impairment

This chapter explains how I applied Goodwin’s (2018) theory of co-operative action to analyze the participation of L2 learners who are blind in real-time classroom tasks. I begin by contrasting Goodwin’s theory with three major theories in SLA/T (distributed language theory, SCT-L2, and sociocognitive theory). Although these theories have great value, I aim to demonstrate how the particular emphasis on context in SLA/T theories makes it challenging to analyze the role that disability plays in the L2 acquisition process. I then explain four analytical concepts in Goodwin’s theory: semiotic fields, lamination, accumulation, and contextual configurations. After that, I introduce Goodwin’s years-long research with Chil, a man who, as a result of a severe stroke, could only use the words “yes,” “no,” and “and.” I explain how Goodwin used his theory to demonstrate how Chil’s speech impairment required him to communicate in unique ways. Finally, I provide an example of an analysis from my dissertation study where the learners and one teacher are blind. I attempt to show how Goodwin’s framework allowed me to identify and analyze both the perceptual and epistemic asymmetries that may be intrinsic to the L2 acquisition process for blind learners.