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Article published In:
Applied Pragmatics
Vol. 5:1 (2023) ► pp.86–119

The facilitative use of learner-initiated translanguaging in Japanese EFL contexts

ORCID logo | SOAS University of London

This study explores the facilitative use of learner-initiated translanguaging and teacher responsiveness to its use in 68 dyads of conversational interaction between a teacher and individual students in tertiary Japanese EFL contexts. Adopting conversation analysis as an analytical framework, it aims to extend our understanding of the use of learner-initiated translanguaging and teacher responsiveness to translanguaging as an important interactional resource for learners to achieve interactional goals. The study identifies eight facilitative uses of L1. On the one hand, these uses contribute to the progressivity of talk as self-addressed translanguaging. On the other, they support intersubjectivity as co-constructed translanguaging in L2 interaction. These uses include (1) connectives for topic management; (2) floor-holding devices; (3) explicit word searches; (4) lexical gap fillers; (5) understanding displays; (6) clarification requests; (7) confirmation checks; and (8) explicit request for assistance. The study also reveals that learners’ self-initiated repair using L1 was frequently observed and that its use was intertwined with translanguaging in its functionality in discourse for meaning-making as a discursive practice. This study suggests that the use of translanguaging in the L2 classroom can be an indispensable tool to optimise learners’ classroom interactional competence.

Keywords: translanguaging, conversation analysis, interactional repertoire, repair, classroom interactional competence, scaffolding
Article outline
  • 1.Introduction
  • 2.Approaching interactional discourse as social action: Analytical framework
    • 2.1L2 classroom interactional competence
    • 2.2Translanguaging and self-repair in L2 classroom interaction
    • 2.3Interaction mediated through the use of L1 in L2 learning
  • 3.The study and method
    • 3.1Participants and research context
    • 3.2Data collection
    • 3.3Data analysis
  • 4.Findings
    • 4.1Self-addressed translanguaging within a turn
      • 4.1.1Connectives for topic management
      • 4.1.2Interaction maintenance – floor maintenance device
      • 4.1.3Explicit word search
      • 4.1.4Lexical gap fillers
    • 4.2Co-constructed translanguaging across turns
      • 4.2.1Understanding displays
      • 4.2.2Clarification requests and confirmation checks
        • 4.2.2.1Request for clarification of the question asked
        • 4.2.2.2Confirmation check facilitated through interpretation of L2 utterance
      • 4.2.3Initiating request for assistance
  • 5.Discussion and conclusion
  • Acknowledgements
  • Abbreviations
  • References
Published online: 3 January 2023
DOI logo
https://doi.org/10.1075/ap.20014.har
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