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.
2022. Bilingual speech in Jaru–Kriol conversations: Codeswitching, codemixing, and grammatical fusion. International Journal of Bilingualism 26:2 ► pp. 198 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.
Filipi, Anna & Mu-Sen Kevin Chuang
2023. Chinese whispers: international Chinese students’ language practices in an anglophone Higher Education context. Classroom Discourse 14:3 ► pp. 238 ff.
Pratginestós, Cèlia & Dolors Masats
2024. Exploring language alternation and participation in an ‘in-between learning scenario’: a case study of a WhatsApp chat with secondary students of English. Classroom Discourse► pp. 1 ff.
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