A multimodal approach to the collective engagement device ‘yìqǐ V’ in the CSL/CFL classroom

Abstract This study investigates the explicit collective engagement (CE) device ‘ yìqǐ V,’ ‘let’s V together,’ especially ‘ yìqǐ shuō ,’ ‘let’s speak together,’ in Chinese as a second/foreign language classrooms. Focusing on the teacher’s role in encouraging students’ verbal participation, findings reveal that, despite having the same form, yìqǐ shuō constructs different pragmatic meanings and interactional functions based on the pedagogical contexts, such as eliciting either answers (Q-type) or repetition (R-type), through specific turn design and sequence organization. Furthermore, teachers frequently employ various verbal and non-verbal cues — including specific gestures, prosody, and environmental resources — in conjunction with yìqǐ shuō . This micro-level analysis demonstrates experienced native Mandarin teachers’ CE strategies and actual practices. Its findings provide non-native teachers with a structured and concrete multimodal framework that they may incorporate to enhance clarity in student engagement.