Chapter 7
Transitions with “Okay”
Managing language alternation in role-play preparations
This chapter discusses language alternation and the use of “okay” in peer interactions among German as a foreign language learners at a university in the English-speaking part of Canada. In these peer interactions, learners composed and rehearsed a role-play in German that was subsequently performed in class. A conversation analytic approach, together with positioning theory, is applied to examine learners’ use of these linguistic resources in the sequential organisation of the interaction and in the management of the learning task. We find that “okay” plays a specific role in marking transitions between languages as well as navigating the task and the students’ relationships.
Article outline
- Introduction
- Background: Language alternation, okay and positioning
- Data and analysis background
- Analysis: Managing language alternations with “okay”
- Conclusions and implications
Cited by (3)
Cited by three other publications
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.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
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.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
This list is based on CrossRef data as of 27 july 2024. 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.