Difference between revisions of "Morton-Evnitskata2018"
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|Tag(s)=EMCA; Translanguaging; Multilingual education; CLIL; Peer interaction; Transitions; Language alternation | |Tag(s)=EMCA; Translanguaging; Multilingual education; CLIL; Peer interaction; Transitions; Language alternation | ||
|Key=Morton-Evnitskata2018 | |Key=Morton-Evnitskata2018 | ||
| + | |Publisher=John Benjamins | ||
|Year=2018 | |Year=2018 | ||
|Language=English | |Language=English | ||
| + | |Address=Amsterdam | ||
|Booktitle=Conversation Analysis and Language Alternation: Capturing transitions in the classroom | |Booktitle=Conversation Analysis and Language Alternation: Capturing transitions in the classroom | ||
| − | |Pages= | + | |Pages=61–82 |
|URL=https://benjamins.com/catalog/pbns.295.04mor | |URL=https://benjamins.com/catalog/pbns.295.04mor | ||
| − | |DOI= | + | |DOI=10.1075/pbns.295.04mor |
|Abstract=This chapter explores language alternation (LA) practices in peer interaction in a CLIL (Content and Language Integrated Learning) science classroom in the context of recent calls for rethinking language use in multilingual education, notably the concept of “translanguaging”. While most studies attempt to identify functions for LA practices in multilingual education, the conversation analytic perspective of this study examines LA from a participants’ (emic) perspective. The analyses explore LA practices at both the “local” level of turn construction and sequence organisation, and the “overall” level of participants’ orientation to medium of instruction. The findings suggest that improving understanding of learners’ LA practices in peer interaction in multilingual education contexts could contribute to achieving the goals of this type of education. | |Abstract=This chapter explores language alternation (LA) practices in peer interaction in a CLIL (Content and Language Integrated Learning) science classroom in the context of recent calls for rethinking language use in multilingual education, notably the concept of “translanguaging”. While most studies attempt to identify functions for LA practices in multilingual education, the conversation analytic perspective of this study examines LA from a participants’ (emic) perspective. The analyses explore LA practices at both the “local” level of turn construction and sequence organisation, and the “overall” level of participants’ orientation to medium of instruction. The findings suggest that improving understanding of learners’ LA practices in peer interaction in multilingual education contexts could contribute to achieving the goals of this type of education. | ||
}} | }} | ||
Latest revision as of 11:33, 12 January 2020
| Morton-Evnitskata2018 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Morton-Evnitskata2018 |
| Author(s) | Tom Morton, Natalia Evnitskaya |
| Title | Language alternation in peer interaction in content and language integrated learning (CLIL) |
| Editor(s) | Anna Filipi, Numa Markee |
| Tag(s) | EMCA, Translanguaging, Multilingual education, CLIL, Peer interaction, Transitions, Language alternation |
| Publisher | John Benjamins |
| Year | 2018 |
| Language | English |
| City | Amsterdam |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 61–82 |
| URL | Link |
| DOI | 10.1075/pbns.295.04mor |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Conversation Analysis and Language Alternation: Capturing transitions in the classroom |
| Chapter | |
Abstract
This chapter explores language alternation (LA) practices in peer interaction in a CLIL (Content and Language Integrated Learning) science classroom in the context of recent calls for rethinking language use in multilingual education, notably the concept of “translanguaging”. While most studies attempt to identify functions for LA practices in multilingual education, the conversation analytic perspective of this study examines LA from a participants’ (emic) perspective. The analyses explore LA practices at both the “local” level of turn construction and sequence organisation, and the “overall” level of participants’ orientation to medium of instruction. The findings suggest that improving understanding of learners’ LA practices in peer interaction in multilingual education contexts could contribute to achieving the goals of this type of education.
Notes
