In face-to-face classrooms, when mutual visual and/or aural access to a digital device is needed but lacking during digital tasks, participants display an orientation to asymmetric access and resolve the issue through multimodal resources. This study examines the trajectory of negotiating access to digital devices held or handled by a coparticipant in peer classroom interactions. The data are audio-video recordings from English as a Foreign Language (EFL) classrooms, where individual and collaborative learning tasks are performed on or with digital devices. The findings show that pupils seek access to devices mainly through embodiment, such as body shifts, and rearranging material resources, and display a preference for not touching a device held by another pupil. Overall, the negotiation process reflects different types of situated roles and authority. The study contributes to an understanding of peer interaction around digital devices and offers important pedagogical implications for the implementation of technology in classrooms.

中文翻译：

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解决英语课堂数字任务期间同伴互动中的访问不对称问题

在面对面的课堂上，当需要对数字设备进行相互视觉和/或听觉访问但在数字任务中缺乏时，参与者会表现出不对称访问的方向，并通过多模式资源解决问题。本研究探讨了在同伴课堂互动中协商访问共同参与者持有或处理的数字设备的轨迹。这些数据是来自英语作为外语 (EFL) 教室的音频视频记录，在数字设备上或使用数字设备执行个人和协作学习任务。研究结果表明，学生主要通过身体变化和重新安排物质资源等具体方式来寻求使用设备，并表现出不触摸其他学生持有的设备的偏好。总体而言，谈判过程反映了不同类型的角色和权力。该研究有助于理解数字设备周围的同伴互动，并为课堂技术的实施提供重要的教学意义。