Part of
Conversation Analysis and Language Alternation: Capturing transitions in the classroomEdited by Anna Filipi and Numa Markee
[Pragmatics & Beyond New Series 295] 2018
► pp. 129–148
Edited by Anna Filipi and Numa Markee
[Pragmatics & Beyond New Series 295] 2018
► pp. 129–148
Chapter 7Transitions 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.
Keywords: language alternation, code-switching, discourse marker “okay”, role-play, learner interactions, participation framework, German as a foreign language, Canadian learners of German, positioning theory, transitions
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. 
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.
[no author supplied]
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