Difference between revisions of "Huq2021"
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{{BibEntry | {{BibEntry | ||
| − | | | + | |BibType=INCOLLECTION |
| − | | | + | |Author(s)=Rizwan-ul Huq; |
|Title=Starting from practice: A microanalysis of participants' compliance to de facto L2-only schooling in a Bangladeshi ESL classroom | |Title=Starting from practice: A microanalysis of participants' compliance to de facto L2-only schooling in a Bangladeshi ESL classroom | ||
| − | | | + | |Tag(s)=EMCA; Classroom; L2; Language; Bangladeshi; ESL |
| − | + | |Key=Huq2021 | |
| − | |||
| − | | | ||
|Publisher=Routledge | |Publisher=Routledge | ||
|Year=2021 | |Year=2021 | ||
| + | |Chapter=5 | ||
| + | |Booktitle=The Routledge Handbook of English Language Education in Bangladesh | ||
|Pages=63–81 | |Pages=63–81 | ||
| + | |Abstract=Education in English enjoys a fair share of popularity in Bangladesh. The wave of globalisation has further strengthened this surge especially in the last few decades. Nonetheless, the presence of ESL schools is barely addressed in the steering policy documents at the national level, exclusively the role of language policy in such institutions. This book chapter, reporting from 43 hours long corpus available in video recordings, investigates classroom interaction of participants attending a Grade-6 ESL classroom located in Bangladeshi setting. With an aim to understand how the mundane language practices – in the presence of an institution-specific, de facto policy of English-only – takes place in this school during teaching activities, this chapter analyses, incorporating methodological tools of Conversation Analysis (CA), the in vivo moment-by-moment, turn-by-turn, sequential organisation of these participants' in situ practices of real-time conversation. The empirical evidences, available from this specific ESL school, highlight the finding that the compliance of the given policy, on local basis, is responsive to members' choice and the interactional patterns of these participants' practiced language can be understood in terms of three modes of interaction (i.e. compliant, semi-compliant, and minimal-compliant) during works of instruction. | ||
}} | }} | ||
Revision as of 02:08, 16 March 2021
| Huq2021 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Huq2021 |
| Author(s) | Rizwan-ul Huq |
| Title | Starting from practice: A microanalysis of participants' compliance to de facto L2-only schooling in a Bangladeshi ESL classroom |
| Editor(s) | |
| Tag(s) | EMCA, Classroom, L2, Language, Bangladeshi, ESL |
| Publisher | Routledge |
| Year | 2021 |
| Language | |
| City | |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 63–81 |
| URL | |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | The Routledge Handbook of English Language Education in Bangladesh |
| Chapter | 5 |
Abstract
Education in English enjoys a fair share of popularity in Bangladesh. The wave of globalisation has further strengthened this surge especially in the last few decades. Nonetheless, the presence of ESL schools is barely addressed in the steering policy documents at the national level, exclusively the role of language policy in such institutions. This book chapter, reporting from 43 hours long corpus available in video recordings, investigates classroom interaction of participants attending a Grade-6 ESL classroom located in Bangladeshi setting. With an aim to understand how the mundane language practices – in the presence of an institution-specific, de facto policy of English-only – takes place in this school during teaching activities, this chapter analyses, incorporating methodological tools of Conversation Analysis (CA), the in vivo moment-by-moment, turn-by-turn, sequential organisation of these participants' in situ practices of real-time conversation. The empirical evidences, available from this specific ESL school, highlight the finding that the compliance of the given policy, on local basis, is responsive to members' choice and the interactional patterns of these participants' practiced language can be understood in terms of three modes of interaction (i.e. compliant, semi-compliant, and minimal-compliant) during works of instruction.
Notes
