‘Do you know a few words?’ – developing an evidence-based model to analyse multilingual classroom interaction
Bibliographic Data
| ID | 20505627 |
|---|---|
| Authors | Laura Nap (0000-0001-7398-7705, NHL Stenden University of Applied Sciences, corresponding author), Frans Hiddink (0000-0002-4348-2244, Stenden University of Applied Sciences), Frans C Hiddink (NHL Stenden University of Applied Sciences), Joana Duarte (0000-0002-4842-6719, NHL Stenden University of Applied Sciences) |
| Year | 2023 |
| Volume | 26 |
| Issue | 7 |
| Pages | 904-917 |
| Publication date | 2023-08-09 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Bilingual Education and Bilingualism (JOURNAL) |
| Journal identifiers | ISSN: 1367-0050 • E-ISSN: 1747-7522 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13670050.2022.2132108 |
| OpenAlex | W4307563966 |
| Language | EN |
| Citations received | 1 |
| References cited | 31 |
In the field of applied linguistics, the use of multiple languages in educational settings has often been studied from a pedagogical perspective, focusing on teacher practices. In order for multilingual teaching pedagogies, such as translanguaging to reach their full potential, pupils should participate actively in classroom interaction and be stimulated to discuss different ideas, as in dialogic interaction (Alexander. 2008. Towards Dialogic Teaching: Rethinking Classroom Talk. Dialogos). The current study aims to explore multilingual pedagogical practices in primary education from an interactionist perspective and further develop a model of multilingual classroom interaction (Gajo and Berthoud. 2018. “Multilingual Interaction and Construction of Knowledge in Higher Education.” International Journal of Bilingual Education and Bilingualism 21 (7): 853–866) based on empirical analyses. Whole class conversations taking place in three Dutch primary schools participating in an Educational Design Research programme were analysed using a mixed methods approach. The analyses demonstrate discourse practices largely in line with monologic interaction and a rather limited and only symbolic use of other languages than Dutch. We discuss the use of the model of multilingual classroom interaction in primary education on a micro-level and the possible relationship between the use of multilingualism and pupils' participation in classroom interaction
Bilingual education · Dialogic · Empirical research · Linguistics · Mathematics education · Multilingualism · Neuroscience of multilingualism · Pedagogy · Sociology · Translanguaging · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Bilingual and Multilingual Education
Pedagogical Translanguaging
Teacher–Student Dialogue During Classroom Teaching
Translanguaging in Bilingual Education
Translanguaging, Bilingualism, and Bilingual Education
The study of talk between teachers and students, from the 1970s until the 2010s
Classroom dialogue
Using the First Language in the Classroom
Syntactic Maturity in Schoolchildren and Adults
A translanguaging view of the linguistic system of bilinguals
The multilingual turn
Translanguaging in mainstream education
Multilingual interaction and construction of knowledge in higher education
Monolingual ways of seeing multilingualism
Linguistic Access and Participation
Translanguaging in the context of mainstream multilingual education
Using dialogic reading strategies to promote social-emotional skills for young students
Deliberative Discourse Idealized and Realized
Using thematic analysis in psychology
Qualitative inquiry and research design
Codemeshing in Academic Writing
Addressing Linguistic Diversity in the Language Classroom in a Resource-Oriented Way
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |