Language alternation in peer interaction in content and language integrated learning (CLIL)

Tom Morton

Natalia Evnitskaya

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
https://doi.org/10.1075/pbns.295.04mor

Cited by

Cited by 2 other publications

Duran, Derya, Salla Kurhila & Olcay Sert

2019. Word search sequences in teacher-student interaction in an English as medium of instruction context. International Journal of Bilingual Education and Bilingualism ► pp. 1 ff.

Filipi, Anna

2019. In Multilingual Education Yearbook 2019 [Multilingual Education Yearbook, ], ► pp. 25 ff.

This list is based on CrossRef data as of 01 january 2021. 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.