1 Abe: no:. thuh uh 'hh only boys. and the girls

2 a:re (0.2) [uh ah

[((EA-sewing[--------------------------->

[

3 Sue: [coo- [ SEWing

[((EA-sewing--->

But, again, uttering the vocalized components of her turn is not all that Sue is doing in line 3. In fact, just before she begins to utter "SEWing", she also begins raising her hands to perform her own version of Abe's nonvocalized embodied action component, the sewing routine. And she does so twice, continuing in overlap with Abe's performances and in overlap with his next utterance at line 6, "sewing", a repetition of her just proffered lexical item.

(Click PLAY button for SEWING 2 SUE)

What does Sue's taking up of the sewing routine in line 3 do? First, it provides an embodied display for Abe that shows her orienting to and treating as interactionally relevant his just prior nonvocalized action. Her mirroring or re-performing Abe's physical actions points to Abe's movements and makes of them a kind of first, to which hers become a second; it is a physical display of alignment. Second, Sue's rapid uptake of the movements, and the similarity of her performance to Abe's, display recognition of the pattern of behavior Abe has just performed as well as possible recognition of the indexed activity to which Abe is pointing in his own performance. Third, in that Sue also initiates her utterance of "SEWing" just after she also begins her re-performance of Abe's movements, she displays for Abe that her utterance, "SEWing", is tied to her -- and so to his -- nonvocalized performances.

1 Abe: no:. thuh uh 'hh only boys. and the girls

2 a:re (0.2) [uh ah

[((EA-sewing[---------------------------->

[

3 Sue: [coo- [ SEWing

[((EA-sewing---->

4 Abe: (0.1) / [((--EA--->

5 Sue: [((--EA--->