The present chapter investigates teacher-initiated translation requests as spontaneous vocabulary teaching during English mother tongue instruction in Sweden. The collection-based analysis draws on a corpus of 30 hours (11 weeks) of video-recordings of compulsory school-age students. The analysis shows how the teacher routinely draws on the local availability of two shared languages to accomplish a variety of actions: to check students’ comprehension of topicalised vocabulary; to engage the entire cohort; to perform medium repair; and to prompt student production of the target language. The findings may be of relevance for numerous types of bi- and multilingual settings, where language alternation serves to augment the teaching and learning of languages as well as other subject matter.
2022. Going beyond practicing English: Language alternation in an L2 book club’s Zoom meetings. Language Teaching Research► pp. 136216882211147 ff.
Ro, Eunseok
2023. Using PowerPoint slides as a resource for coordinating understanding during presentation consultations at an L2 speaking center. Applied Linguistics Review 14:3 ► pp. 579 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.
Stoewer, Kirsten & Nigel Musk
2019. Impromptu vocabulary work in English mother tongue instruction. Classroom Discourse 10:2 ► pp. 123 ff.
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