| Summary: | This study investigates how teachers use language and bodily-visual practices, and particularly facial gestures, to initiate repair of problems in students’ utterances in Chinese as a Second Language classroom interactions. We identify two multimodal practices used by teachers for other-initiation of repair. First, teachers use a “visual repair initiator” of eyebrow raises and head tilts to address apparent language errors in students’ utterances without specifying the trouble-source. Second, teachers use full or partial repeats with marked prosody and eyebrow raises to display problems with accepting a student’s response. We argue that the two practices are deployed to deal with different types of problems in students’ utterances.
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