Morton-Evnitskata2018

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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
Year 2018
Language English
City
Month
Journal
Volume
Number
Pages 61-82
URL Link
DOI https://doi.org/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

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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