Difference between revisions of "Musk-Cromdal2018"
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|Tag(s)=EMCA; Multilingualism; Transitions; Bilingual education; Code-switching; Bilingualism; Education; Language alternation; Languaging; Monolingual bias; Medium of instruction | |Tag(s)=EMCA; Multilingualism; Transitions; Bilingual education; Code-switching; Bilingualism; Education; Language alternation; Languaging; Monolingual bias; Medium of instruction | ||
|Key=Musk-Cromdal2018 | |Key=Musk-Cromdal2018 | ||
| + | |Publisher=John Benjamins | ||
|Year=2018 | |Year=2018 | ||
|Language=English | |Language=English | ||
| − | |Booktitle=Conversation Analysis and Language Alternation: Capturing | + | |Address=Amsterdam |
| − | |Pages= | + | |Booktitle=Conversation Analysis and Language Alternation: Capturing Transitions in the Classroom |
| + | |Pages=15–34 | ||
|URL=https://benjamins.com/catalog/pbns.295.02mus | |URL=https://benjamins.com/catalog/pbns.295.02mus | ||
| − | |DOI= | + | |DOI=10.1075/pbns.295.02mus |
|Abstract=Shifting focus from monolingual to multilingual talk within conversation analysis has offered new, radically social and post-cognitivist understandings of bilingualism, especially through the empirical study of language alternation. This chapter presents some central ideas in the literature on language alternation and traces the emergence and development of the organisational approach. This prioritises a participant perspective, whereby bilinguals mobilise their linguistic resources to organise their actions in mundane and institutional settings. While languaging rather than the linguistic concept of “language” is advocated to capture the nature of bilingual talk, extending the analysis to include multimodal aspects of social interaction is put forward as a promising direction for future inquiry. | |Abstract=Shifting focus from monolingual to multilingual talk within conversation analysis has offered new, radically social and post-cognitivist understandings of bilingualism, especially through the empirical study of language alternation. This chapter presents some central ideas in the literature on language alternation and traces the emergence and development of the organisational approach. This prioritises a participant perspective, whereby bilinguals mobilise their linguistic resources to organise their actions in mundane and institutional settings. While languaging rather than the linguistic concept of “language” is advocated to capture the nature of bilingual talk, extending the analysis to include multimodal aspects of social interaction is put forward as a promising direction for future inquiry. | ||
}} | }} | ||
Latest revision as of 11:36, 12 January 2020
| Musk-Cromdal2018 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Musk-Cromdal2018 |
| Author(s) | Nigel Musk, Jakob Cromdal |
| Title | Analysing bilingual talk: Conversation analysis and language alternation |
| Editor(s) | Anna Filipi, Numa Markee |
| Tag(s) | EMCA, Multilingualism, Transitions, Bilingual education, Code-switching, Bilingualism, Education, Language alternation, Languaging, Monolingual bias, Medium of instruction |
| Publisher | John Benjamins |
| Year | 2018 |
| Language | English |
| City | Amsterdam |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 15–34 |
| URL | Link |
| DOI | 10.1075/pbns.295.02mus |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Conversation Analysis and Language Alternation: Capturing Transitions in the Classroom |
| Chapter | |
Abstract
Shifting focus from monolingual to multilingual talk within conversation analysis has offered new, radically social and post-cognitivist understandings of bilingualism, especially through the empirical study of language alternation. This chapter presents some central ideas in the literature on language alternation and traces the emergence and development of the organisational approach. This prioritises a participant perspective, whereby bilinguals mobilise their linguistic resources to organise their actions in mundane and institutional settings. While languaging rather than the linguistic concept of “language” is advocated to capture the nature of bilingual talk, extending the analysis to include multimodal aspects of social interaction is put forward as a promising direction for future inquiry.
Notes
