Cover not available
Article published In:
Translation and Translanguaging in Multilingual Contexts
Vol. 3:2 (2017) ► pp.229–253

Co-constructing a translanguaging space

Analysing a Japanese/ELF group discussion in a CLIL classroom at university

| Yokohama City University,
Translanguaging is an emergent concept in bi/multilingualism and language education. It refers to discursive practices where multiple languages are used by plurilingual individuals as an integrated linguistic repertoire (García and Li Wei 2014). This study focuses on the use of translanguaging in a group discussion in a Content and Language Integrated Learning (CLIL) classroom at a Japanese university, where Japanese students and one Arabic student talked in three Japanese and English as a Lingua Franca (ELF). The study examined why (the function) and how (the process) the participants translanguaged from Japanese to ELF in this particular context. During a forty-minute discussion, the participants spoke in Japanese most of the time, and ELF was used for less than ten minutes in total, especially between a Japanese and an Arabic speaker. Based on Gumperz (1982) and Klimpfinger (2007), four functions of translanguaging were identified: (1) addressee specification, (2) assertion, (3) clarification and (4) appealing for linguistic assistance. The process of translanguaging was also examined in relation to turn-taking structure. The results show that the use of response tokens in ELF and meta-linguistic comments functioned as cues for translanguaging. In so doing, the participants co-constructed a translanguaging space.
Keywords: translanguaging, English as a Lingua Franca, Content and Language Integrated Learning, code-switching
Article outline
  • 1.Introduction
  • 2.Code-switching and translanguaging
  • 3.Forms and functions of translanguaging
  • 4.Research methods and data
  • 5.Results and discussion
    • 5.1The numbers of turns and words in the discussions
    • 5.2Forms of translanguaging
    • 5.3Functions of translanguaging
    • 5.4Shifting from interactional talk to transactional talk
    • 5.5Co-constructing a translanguaging space
    • 5.6The multifunctional nature of translanguaging
  • 6.Concluding remarks
  • Acknowledgements
  • Notes
  • References


This article is currently available as a sample article.

Published online: 23 June 2017
DOI logo
https://doi.org/10.1075/ttmc.3.2.05tsu
References (45)
References
Adolphs, Svenja. 2006. Introducing Electronic Text Analysis: A Practical Guide for Language and Literary Studies. London: Routledge. DOI logoGoogle Scholar
. 2008. Corpus and Context: Investigating Pragmatic Functions in Spoken Discourse. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Appel, Rene, and Pieter Muysken. 1987. Language Contact and Bilingualism. London: Edward Arnold.Google Scholar
Brown, Gillian, and George Yule. 1983. Discourse Analysis. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Clyne, Michael. 2003. Dynamics of Language Contact: English and Immigrant Languages. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Coulmas, Florian. 2005. Sociolinguistics: The Study of Speakers’ Choice. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
ETS. 2014. “Mapping of the TOEIC Tests on the CEFR.” ETS. [URL].
Fassnacht, Chris, and David Woods. 2002. “Transana. Version 2.12 – Win.” University of Wisconsin-Medison.Google Scholar
García, Ofelia, and Li Wei. 2014. Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan. DOI logoGoogle Scholar
Gardner-Chloros, Penelope 2009. Code-switching. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
. 2010. “Content and Code-Switching.” In The Handbook of Language Contact, ed. by Raymond Hickey, 188–207. Oxford: Wiley-Blackwell. DOI logoGoogle Scholar
Gardner, Rod. 2002. When Listeners Talk: Response Tokens and Listener Stance. Amsterdam: John Benjamins.Google Scholar
Goffman, Erving. 1981. Forms of Talk. Philadelphia, PA: University of Pennsylvania.Google Scholar
Grosjean, Francois. 2001. “The Bilingual’s Language Modes.” In One Mind, Two Languages: Bilingual Language Processing, ed. by Janet Nicol, 1–22. Oxford: Wiley-Blackwell.Google Scholar
Gumperz, John J. 1982. Discourse Strategies. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Haugen, Einar. 1950. “The analysis of linguistic borrowing.” Language 26 (2):210–231. DOI logoGoogle Scholar
Heine, Bernd, and Tania Kuteva. 2005. Language Contact and Grammatical Change. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Hutchby, Ian, and Robin Wooffitt. 2008. Conversation Analysis. Cambridge: Polity Press.Google Scholar
Japan Foundation. 2012. “JF日本語教育スタンダードに基づいたパフォーマンス評価と 日本語能力試験の合否判定との関係 [A Reference between the JF Standard for Japanese Language Education and the Japanese Language Proficiency Test]. [URL].
Jenkins, Jennifer. 2014. English as a Lingua Franca in the International University: the Politics of Academic English Language Policy. Abingdon: Routledge.Google Scholar
. 2015. “Repositioning English and Multilingualism in English as a Lingua Franca” Englishes in Practice 2 (3):49–85. DOI logoGoogle Scholar
Johanson, Lars. 2002. “Contact-induced Change in a Code-copying Framework.” In Language Change: The Interplay of Internal, External and Extra-linguistic Factors, ed. by Mari C. Jones, and Edith Esch, 285–313. Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Klimpfinger, Theresa. 2007. “‘Mind you, Sometimes you Have to Mix’? The Role of Code-switching in English as a lingua franca” Vienna English Working Papers 16 (2):36–61.Google Scholar
Li Wei. 2011. “Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain.” Journal of Pragmatics 431: 1222–1235. DOI logoGoogle Scholar
Matras, Yaron. 2009. Laguage Contact. Cambridge: Cambridge University Press.Google Scholar
Mauranen, Anna. 2012. Exploring ELF: Academic English Shaped by Non-native Speakers. Cambridge: Cambridge University Press.Google Scholar
Maynard, Senko. 1993. Discourse Modality: Subjectivity, Emotion and Voice in the Japanese Language. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Myers-Scotton, Carol. 1993. Social Motivations for Code Switching. Oxford: Oxford University Press.Google Scholar
O’Keeffe, Anne, Michael McCarthy, and Ronald Carter. 2007. From Corpus to Classroom: Language Use and Language Teaching. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Partington, Alan, Alison Duguid, and Charlotte Taylor. 2013. Patterns and Meanings in Discourse: Theory and Practice in Corpus Assisted-Discourse Studies (CADS). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Poncini, Gina. 2004. Discursive Strategies in Multicultural Business Meetings. Bern: Peter Lang.Google Scholar
Poplack, Shana, and David Sankoff. 1984. “Borrowing: the Synchrony of Integration.” Linguistics 221: 99–135. DOI logoGoogle Scholar
Romaine, Suzanne. 1995 [1989]. Bilingualism. 2nd Edition. Oxford: Blackwell.Google Scholar
Sacks, Harvey, Emanuel Schegloff, A., and Gail Jefferson. 1974. “A Simplest Systematics for the Organization of Turn-taking for Conversation.” Language 50 (4): 696–735. DOI logoGoogle Scholar
Schegloff, Emanuel A. 2007. Sequence Organization in Interaction: A Primer in Conversation Analysis, Volume 11. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Schegloff, Emanuel A., Gail Jefferson, and Harvey Sacks. 1977. “The preference for self-correction in the organization of repair in conversation.” Language 531: 361–382. DOI logoGoogle Scholar
Seidlhofer, Barbara. 2011. Understanding English as a Lingua Franca. Oxford: Oxford University Press.Google Scholar
Stockwell, Peter. 2007. Sociolinguistics: A Resource Book for Students. 2nd Edition. Abingdon: Routledge.Google Scholar
Storch, Neomy, and Gillian Wigglesworth. 2003. “Is there a Role for the Use of the L1 in an L2 Setting?” TESOL Quarterly 37(4): 760–770. DOI logoGoogle Scholar
Thomason, Sarah G. 2001. Language Contact. Edinburgh: Edinburgh University Press. DOI logoGoogle Scholar
. 2014. “Why Bother Wwitching to ELF?: Analysing Code-switching in a Group Discussion in a CLIL Class at University in Japan.” Waseda Working Papers in ELF 31:140–157.Google Scholar
. 2016. “Translanguaging in a Group Discussion in a CLIL Classroom at a Japanese University: A Time-aligned Corpus Analysis.” JELS (Papers from the Thirty-Third Conference of The English Linguistic Society of Japan) 331:177–182.Google Scholar
Walsh, Steve, Tom Morton, and Anne O’Keeffe. 2011. “Analysing University Spoken Interaction: A CL/CA Approach.” International Journal of Corpus Linguistics 161: 325–344. DOI logoGoogle Scholar
Watanabe, Suwako. 1993. “Cultural Differences in Framing: American and Japanese Group Discussion.” In Framing in Discourse, ed. by Deborah Tannen, 176–208. Oxford: Oxford University Press.Google Scholar
Cited by (4)

Cited by four other publications

Lisaitė, Donata & Tom F. H. Smits
2022. Translanguaging in CLIL. Translation and Translanguaging in Multilingual Contexts 8:3 ► pp. 285 ff. DOI logo
Aikawa, Hiroko, Emi Fukasawa & Chantal Hemmi
2021. The Role of the Essential Question in Eliciting Critical Thinking in CLIL Classes at a Japanese University. In International Perspectives on CLIL [International Perspectives on English Language Teaching, ], ► pp. 107 ff. DOI logo
Rymes, Betsy & Gareth Smail
2021. Citizen sociolinguists scaling back . Applied Linguistics Review 12:3 ► pp. 419 ff. DOI logo
Tsuchiya, Keiko
2019. Translanguaging Performances in a CLIL Classroom at a Japanese University. In Content and Language Integrated Learning in Spanish and Japanese Contexts, ► pp. 263 ff. DOI logo

This list is based on CrossRef data as of 20 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.