Chapter published in:Conversation Analysis and Language Alternation: Capturing transitions in the classroom
Edited by Anna Filipi and Numa Markee
[Pragmatics & Beyond New Series 295] 2018
► pp. 61–82
Language 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
Published online: 01 November 2018
Cited by 2 other publications
Duran, Derya, Salla Kurhila & Olcay Sert
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