Part of
Conversation Analysis and Language Alternation: Capturing transitions in the classroomEdited by Anna Filipi and Numa Markee
[Pragmatics & Beyond New Series 295] 2018
► pp. 61–82
Edited by Anna Filipi and Numa Markee
[Pragmatics & Beyond New Series 295] 2018
► pp. 61–82
Chapter 4Language alternation in peer interaction in content and language integrated learning (CLIL)
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.
Keywords: language alternation, translanguaging, multilingual education, CLIL, peer interaction, conversation analysis, transitions
Article outline
- Introduction
- Peer interaction in immersion, EMI and CLIL
- LA practices in peer interaction in immersion, EMI and CLIL contexts
- Theoretical perspective on LA practices
- Method
- Analysis
- Inter-TCU language alternation practices
- One-word inter-TCU LAs
- Clausal inter-TCU LAs
- Intra-TCU language alternation practices
- Recycling through language alternation
- Medium of classroom interaction
- Discussion
- Conclusion
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Acknowledgements
Cited by (7)
Cited by seven other publications
Kupetz, Maxi & Elena Becker
2024. Language alternation in the multilingual classroom. In New Perspectives in Interactional Linguistic Research [Studies in Language and Social Interaction, 36], ► pp. 384 ff. 
Simoes Loureiro, Kevin
2024. Conceptualization and Contextualization of a Sociopolitical Debate in Early Childhood Education and Care: Multilingualism as Both a Resource and a Challenge. In Plurilingual Education Policy in Early Childhood Education and Care, ► pp. 11 ff.
Bozbıyık, Merve & Tom Morton
2023. Connecting target content with students through translanguaging in a postgraduate EMI pharmacology module. Journal of Multilingual and Multicultural Development ► pp. 1 ff.
Knoll, Alex & Anna Becker
2023. Children’s agency in interactions: how children use language(s) and contribute to the language ecology in Swiss bilingual German-English daycare centres. International Journal of Multilingualism 20:4 ► pp. 1304 ff.
Duran, Derya, Salla Kurhila & Olcay Sert
2022. Word search sequences in teacher-student interaction in an English as medium of instruction context. International Journal of Bilingual Education and Bilingualism 25:2 ► pp. 502 ff.
Simoes Lourêiro, Kevin & Sascha Neumann
2020. Young children as actors of institutional language policies and practices in day care centres. European Journal of Applied Linguistics 8:2 ► pp. 157 ff.
Filipi, Anna
2019. Language Alternation as an Interactional Practice in the Foreign Language Classroom. In Multilingual Education Yearbook 2019 [Multilingual Education Yearbook, ], ► pp. 25 ff.
This list is based on CrossRef data as of 21 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.