Natalie Flint

Pronouns: She/her
  • Research Associate
Publications
Natalie Flint

Natalie Flint is a Research Associate in the Centre for Early Mathematics Learning at Loughborough University. Natalie is working on Challenge 3 which explores the ways in which children experience learning mathematics. Challenge 3 will analyse the interactions children have with others both in the classroom and at home. Natalie’s research interests are in talk and social interaction: namely, Conversation Analysis (CA) and Membership Categorisation Analysis (MCA) of interactions in a variety of contexts.

Previously, Natalie has worked on projects in clinical settings, namely on a project funded by the NIHR entitled 'Person Centred Risk Communication: What works best for People with Epilepsy and their Clinicians'.

Her PhD research was on resistance in family interactions, with a focus on the sequential organisation of resistance, and how members orient to authority and categories in 'resistance sequences' in these family interactions. Ultimately, this research addressed issues of action and interaction, considering how actions are achieved and orientations to the social order in everyday interaction.

More generally, Natalie is interested in the structural organisation of naturally occurring talk across a variety of settings, namely, educational settings, everyday family interactions, initial interactions, clinical encounters, and public encounters.

Natalie’s research interests are in talk and social interaction: namely, Conversation Analysis (CA) and Membership Categorisation Analysis (MCA) of interactions in a variety of contexts including:

  • education settings (primarily early years education)
  • everyday family interactions, including home-learning environments
  • healthcare settings
  • public disputes
  • initial interactions

She is currently working in the ESRC-funded Centre for Early Mathematics Learning on Challenge 3 which explores children’s experiences of learning mathematics from ages 3-5.

Three Minute Thesis (3MT). 2020. Knowledge is Power: How Teenagers Resist Parental Authority.

  • Finalist of the Three Minute Thesis competition at Ulster University. For this, I have given a Three Minute talk, outlining my PhD research, highlighting the outcomes and impact of the study for non-expert audiences. Available to view online at: https://www.youtube.com/watch?v=oRq0LGkkJ3Q&t=4s

ESRC Festival of Social Science 2019.

ESRC Festival of Social Science 2020.

Journal Articles

Flint, N., Joyce, J. B. & Walz L. M. (under review) “That’s Karen and she’s calling the cops”: making public conduct sanctionable on social media. Submitted to: Internet Pragmatics.

Flint, N.  & Rhys, C.S. (under review) Interactional Practices in doing Sequential Resistance: A Single Case Analysis of a Teenager Intercepting a Parental Threat-in-Progress. Submitted to: Journal of Language and Social Psychology.

Flint, N.& Merrison, A. J. (under review) The Collaborative Nature of Accountability: Remedying Potentially Delicate Talk in Intercultural Initial Interactions. Journal of Pragmatics.

Flint, N., Haugh, M. & Merrison, A. J. (2019) Modulating troubles affiliating in initial interactions: The role of remedial accounts. Pragmatics, 29 (3), 384-409. DOI: 10.1075/prag.17010.fli

Blogs and Online Publications

Joyce, J., Cantarutti, M. & Flint, N. (2020) Remote Data Sessions Report. The International Society for Conversation Analysis (ISCA) Newsletter. Available at: https://www.conversationanalysis.org/remote-data-sessions-report/

Cantarutti, M., Joyce, J. & Flint, N. (2018). Doing a Data-session ‘Remotely’. Research on Language and Social Interaction – Blog. Available at: https://rolsi.net/2018/04/23/guest-blog-doing-a-data-session-remotely/