Translanguaging in the transitions

Bilingual peer interaction in an “English-only” classroom

Dados Bibliográficos

ID6013552
AutoresMatthew Burdelski (0000-0002-9939-3638, University of Hawai‘i at Mānoa, Honolulu, USA, autor correspondente)
Ano2025
Volume27
Fascículo6
Páginas1003-1025
Data de publicação2025-10-15
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoDiscourse Studies (JOURNAL)
Identificadores do periódicoISSN: 1461-4456 • E-ISSN: 1461-7080
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.1177/14614456251374250
OpenAlexW4415213007
IdiomaEN
Citações recebidas3
Referências citadas55

This paper explores bilingual peer interaction during classroom activity transitions —defined as unstructured temporal and spatial configurations between scheduled lessons or other activities. Drawing on audiovisual recordings from a first-grade (Grade 1) “English-only” classroom in Japan, the study employs multimodal conversation analysis (CA) to examine how children mobilize two languages (Japanese and English) along with a range of multimodal resources to engage in (i) improvised performances and (ii) imaginary play with objects. The analysis shows that these transitional moments serve as a vehicle through which children perform heteroglossia and create a “translanguaging space.” In doing so, they display their bilingual competence, challenge the “English-only” language policy, reproduce and transform the classroom’s moral order, and socialize peers—thereby constituting the bilingual peer group. Data are in Japanese and English

EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching