Difference between revisions of "Filipi-Markee2018"
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{{BibEntry | {{BibEntry | ||
|BibType=COLLECTION | |BibType=COLLECTION | ||
| − | |Title=Conversation Analysis and Language Alternation: Capturing | + | |Title=Conversation Analysis and Language Alternation: Capturing Transitions in the Classroom |
|Editor(s)=Anna Filipi; Numa Markee; | |Editor(s)=Anna Filipi; Numa Markee; | ||
|Tag(s)=EMCA; Second Language Acquisition; education; Classroom interactions; Language alternation | |Tag(s)=EMCA; Second Language Acquisition; education; Classroom interactions; Language alternation | ||
|Key=Filipi-Markee2018 | |Key=Filipi-Markee2018 | ||
| − | |Publisher=John Benjamins | + | |Publisher=John Benjamins |
|Year=2018 | |Year=2018 | ||
|Language=English | |Language=English | ||
|Address=Amsterdam / Philadelphia | |Address=Amsterdam / Philadelphia | ||
|URL=https://benjamins.com/catalog/pbns.295 | |URL=https://benjamins.com/catalog/pbns.295 | ||
| − | |DOI= | + | |DOI=10.1075/pbns.295 |
| + | |Note=Contents: | ||
| + | |||
| + | 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 | ||
| + | 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 | ||
| + | Chapter 11. From research to applications: Pedagogical considerations in language alternation practices / Anna Filipi and Numa Markee; 205–223 | ||
|Abstract=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. | |Abstract=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. | ||
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Latest revision as of 00:54, 14 January 2020
| Filipi-Markee2018 | |
|---|---|
| BibType | COLLECTION |
| Key | Filipi-Markee2018 |
| Author(s) | |
| Title | Conversation Analysis and Language Alternation: Capturing Transitions in the Classroom |
| Editor(s) | Anna Filipi, Numa Markee |
| Tag(s) | EMCA, Second Language Acquisition, education, Classroom interactions, Language alternation |
| Publisher | John Benjamins |
| Year | 2018 |
| Language | English |
| City | Amsterdam / Philadelphia |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | |
| URL | Link |
| DOI | 10.1075/pbns.295 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
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.
Notes
Contents:
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 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 Chapter 11. From research to applications: Pedagogical considerations in language alternation practices / Anna Filipi and Numa Markee; 205–223
