Difference between revisions of "Burdelski2025"
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|Author(s)=Matthew Burdelski; | |Author(s)=Matthew Burdelski; | ||
|Title=Translanguaging in the transitions: Bilingual peer interaction in an “English-only” classroom | |Title=Translanguaging in the transitions: Bilingual peer interaction in an “English-only” classroom | ||
| − | |Tag(s)=EMCA; | + | |Tag(s)=EMCA; Bilingual interaction; English as a second language (ESL); heteroglossia; Japanese; translanguaging |
|Key=Burdelski2025 | |Key=Burdelski2025 | ||
|Year=2025 | |Year=2025 | ||
|Language=English | |Language=English | ||
|Journal=Discourse Studies | |Journal=Discourse Studies | ||
| + | |Volume=27 | ||
| + | |Number=6 | ||
| + | |Pages=1003–1025 | ||
|URL=https://journals.sagepub.com/doi/abs/10.1177/14614456251374250 | |URL=https://journals.sagepub.com/doi/abs/10.1177/14614456251374250 | ||
|DOI=10.1177/14614456251374250 | |DOI=10.1177/14614456251374250 | ||
|Abstract=This paper explores bilingual peer interaction during classroom activity transitions—defined as unstructured temporal and spatial configurations between scheduled lessons or other activities. Drawing on audiovisual recordings from a first-grade (Grade 1) “English-only” classroom in Japan, the study employs multimodal conversation analysis (CA) to examine how children mobilize two languages (Japanese and English) along with a range of multimodal resources to engage in (i) improvised performances and (ii) imaginary play with objects. The analysis shows that these transitional moments serve as a vehicle through which children perform heteroglossia and create a “translanguaging space.” In doing so, they display their bilingual competence, challenge the “English-only” language policy, reproduce and transform the classroom’s moral order, and socialize peers—thereby constituting the bilingual peer group. Data are in Japanese and English. | |Abstract=This paper explores bilingual peer interaction during classroom activity transitions—defined as unstructured temporal and spatial configurations between scheduled lessons or other activities. Drawing on audiovisual recordings from a first-grade (Grade 1) “English-only” classroom in Japan, the study employs multimodal conversation analysis (CA) to examine how children mobilize two languages (Japanese and English) along with a range of multimodal resources to engage in (i) improvised performances and (ii) imaginary play with objects. The analysis shows that these transitional moments serve as a vehicle through which children perform heteroglossia and create a “translanguaging space.” In doing so, they display their bilingual competence, challenge the “English-only” language policy, reproduce and transform the classroom’s moral order, and socialize peers—thereby constituting the bilingual peer group. Data are in Japanese and English. | ||
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Latest revision as of 00:35, 9 December 2025
| Burdelski2025 | |
|---|---|
| BibType | ARTICLE |
| Key | Burdelski2025 |
| Author(s) | Matthew Burdelski |
| Title | Translanguaging in the transitions: Bilingual peer interaction in an “English-only” classroom |
| Editor(s) | |
| Tag(s) | EMCA, Bilingual interaction, English as a second language (ESL), heteroglossia, Japanese, translanguaging |
| Publisher | |
| Year | 2025 |
| Language | English |
| City | |
| Month | |
| Journal | Discourse Studies |
| Volume | 27 |
| Number | 6 |
| Pages | 1003–1025 |
| URL | Link |
| DOI | 10.1177/14614456251374250 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper explores bilingual peer interaction during classroom activity transitions—defined as unstructured temporal and spatial configurations between scheduled lessons or other activities. Drawing on audiovisual recordings from a first-grade (Grade 1) “English-only” classroom in Japan, the study employs multimodal conversation analysis (CA) to examine how children mobilize two languages (Japanese and English) along with a range of multimodal resources to engage in (i) improvised performances and (ii) imaginary play with objects. The analysis shows that these transitional moments serve as a vehicle through which children perform heteroglossia and create a “translanguaging space.” In doing so, they display their bilingual competence, challenge the “English-only” language policy, reproduce and transform the classroom’s moral order, and socialize peers—thereby constituting the bilingual peer group. Data are in Japanese and English.
Notes
