LISO Data Sessions (Fall 2026)
Time: 10:00 am - 12:00 pm (US Pacific) / 1:00 - 3:00 pm (US Eastern) / 6:00 - 8:00 pm (UK)
Venue: SSMS 3410; or join via Zoom
Coordinators: Marat Zheng & Samuel Olds (Sociology) | FAQs for first-time presenters/attendees
October 2, 2026
~Unmotivated noticing on [BB gun]
October 9, 2026
~Continued unmotivated noticing on [BB Gun]
October 16, 2026
Samuel Olds (UCSB)
~Earnings call Q&A sequences
October 23, 2026
Marat Zheng (UCSB)
~Inferring why someone is not responding
October 30, 2026
NO SESSION PLANNED
November 6, 2026
Samuel Olds (Sociology, UCSB) and André Buscariolli (Center for the Study of Violence, State University of Campinas)
~Daring in police encounters and basketball matches
November 13, 2026
Emilie Daugherty (Sociology, UCSB)
~Data TBD
November 20, 2026
Liz Munday and Jason Turowetz (Sociology, UCSB)
~Data TBD
November 27, 2026
NO SESSION PLANNED
December 4, 2026
NO SESSION PLANNED
LISO Proseminars (Fall 2026)
Time: 1:30 - 3:30 pm (US Pacific)
Venue: Education Building, 1205; or join via Zoom
Coordinator: Amy Kyratzis (Education)
October 23, 2026
Mallory Woods (Education, UCSB)
"Translanguaging and format-tying as resources for preschoolers’ topic maintenance and participation in extended multi-party classroom narratives"
Children’s acquisition of narrative and extended discourse skills in their preschool years is an important foundation of emergent literacy (Nicolopoulou, McDowell, & Brockmeyer 2006: 125; see also Blum-Kulka et al., 2004; Cekaite et al. 2014; Dickinson & Tabors, 2001; Snow, l999). This paper combines a translanguaging framework with C. Goodwin’s (2018) co-operative action framework and M.H. Goodwin’s (1990) construct of “format-tying” to understand how children can be supported in participating in multi-party co-constructed narratives in multilingual classrooms. Data are drawn from a one-year ethnography of a bilingual Spanish-English preschool classroom in Southern California involving participant observation and video and audio recordings. Two multi-party, co-constructed classroom narratives are analyzed. One is a collective narrative recall of a story read to the children from a bilingual book, Paletero Man. The second is a conversational narrative occurring at the breakfast table. In both narratives, children “inhabit one another’s (and their teacher’s) actions” (Goodwin 2018) through using with transformation the resources provided by their peers and teacher in prior turns. Children transform prior turns through adding semantically or grammatically related verbal, gestural, prosodic, and translingual elements and enhancements. The analysis shows how format tying becomes a resource for children to participate, belong, and “show that their minds are together” (Goodwin 2007) and how the teacher’s modeling of fluid translanguaging creates a supportive space for this collaborative narrative- and meaning-making to happen in the multilingual classroom.
November 6, 2026
Munira Kairat (Education, UCSB)
"'We hold the dombra correctly and we play open strings': Translanguaging, moral expectations, and the making of Qazaqness among multilingual Kazakh children in Los Angeles"
This study examines how multilingual Kazakh children in Los Angeles are socialized into Qazaqness within transnational contexts, a locally driven ideology that revitalizes Kazakh as central and valued by adopting the ethnonym Qazaq (indexing the unique uvular [q] of Turkic languages for pro-Kazakh language stance), while simultaneously embracing instructional practices within a triadic Kazakh–Russian–English ecology that organizes participation, pedagogy, and coalition-building (Laruelle, 2016; Kamalova, 2025; Kairat & Kyratzis, 2025). Drawing upon video recordings from the ethnographic study at a community-based Kazakh cultural center in the Crescenta Valley of downtown Los Angeles, the analysis focuses on how Qazaqness is enacted through performances in dombra lessons—a traditional Kazakh lute class and one of multiple heritage courses offered by the center. Guided by relationally informed Translingualism (Canagarajah, 2024; Li & García, 2022; McCarty et al., 2022) and analyzed through Multimodal Conversation Analysis (C. Goodwin, 2018; Goodwin & Cekaite, 2018; Goodwin & Kyratzis, 2012), the study demonstrates how the teacher employs culturally resonant metaphors in music instruction to cultivate children’s moral understandings of performing and respecting Qazaqness (Johnson, 2023), while using bodily actions, spatial arrangements, and material artifacts alongside translingual pedagogy to accomplish Qazaqness in real time and make it relevant to multilingual Kazakh children.
November 13, 2026
Margarita Rodriguez (Education, UCSB)
Title TBA
December 4, 2026
Speaker and Title TBA