Conversation Analysis and Language Alternation

Capturing transitions in the classroom

Editors
| Monash University
| University of Illinois Urbana-Champaign
Hardbound – Available
ISBN 9789027201409 | EUR 95.00 | USD 143.00
 
e-Book –
ISBN 9789027263575 | EUR 95.00 | USD 143.00
 
This volume brings together researchers in conversation analysis who examine the practice of alternating between English and German, Italian, Spanish, Swedish and Vietnamese in the classroom. The collection shows that language alternation is integral to being and learning to become a bilingual, and that being and learning to become a bilingual are accomplished through a remarkably common set of interactional objects and actions, whose sequential organisations are quite similar across languages and educational sectors. This volume therefore shows that having recourse to more than one shared language provides an important resource for getting the work of language learning and teaching done through an orderliness that can be described and evaluated. The findings and the suggested pedagogical applications described in the volume will be of significant interest to researchers and teachers in a range of fields including second and foreign language teaching and learning, conversation analysis, teacher education and bilingualism.

[Pragmatics & Beyond New Series, 295]  2018.  ix, 263 pp.
Publishing status: Available
© John Benjamins
https://doi.org/10.1075/pbns.295
Table of Contents
Acknowledgements
vii
Notations used in the transcripts
ix
Part I. Overview
1–57
Chapter 1. Transitions in the language classroom as important sites for language alternation
Anna Filipi and Numa Markee
3–14
Chapter 2. Analysing bilingual talk: Conversation analysis and language alternation
Nigel Musk and Jakob Cromdal
15–34
Chapter 3. Overall order versus local order in bilingual conversation: A conversation analytic perspective on language alternation
Joseph Gafaranga
35–58
Part II. Language alternation in the language classroom
61–201
Chapter 4. Language alternation in peer interaction in content and language integrated learning (CLIL)
Tom Morton and Natalia Evnitskaya
61–82
Chapter 5. What is it in Swedish?: Translation requests as a resource for vocabulary explanation in English mother tongue instruction
Kirsten Stoewer
83–106
Chapter 6. L1/L2 alternation practices in students’ task planning
Silvia Kunitz
107–128
Chapter 7. Transitions with “Okay”: Managing language alternation in role-play preparations
Tetyana Reichert and Grit Liebscher
129–148
Chapter 8. Recurring patterns of language alternation practices by EFL novice teachers in Vietnam
Hoang Thi Giang Lam
149–164
Chapter 9. Language alternation during L2 classroom discussion tasks
Huong Quynh Tran
165–182
Chapter 10. Making teacher talk comprehensible through language alternation practices
Anna Filipi
183–202
Part III. Conclusions
205–223
Chapter 11. From research to applications: Pedagogical considerations in language alternation practices
Anna Filipi and Numa Markee
205–223
References
225–254
Author index
255–258
Subject index
259–263
References

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Mendoza, Anna
2020. What does translanguaging-for-equity really involve? An interactional analysis of a 9th grade English class. Applied Linguistics Review 0:0 Crossref logo

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Subjects

Linguistics

Bilingualism
Pragmatics
Discourse studies
BIC Subject: CFG – Semantics, Pragmatics, Discourse Analysis
BISAC Subject: LAN009030 – LANGUAGE ARTS & DISCIPLINES / Linguistics / Pragmatics
U.S. Library of Congress Control Number:  2018023342 | Marc record