Language alternation as an interactional practice in the foreign language classroom.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

Language alternation (code- or language-switching) has been a long-standing focus of research in language classrooms and multilingual communities. We know about its functions, about the distribution and frequencies in speakers’ use of their languages, about the cognitive impact of language alternation on learning, and about social and interactional accounts of language alternation that are concerned with indexing shifting identities and social inequalities, and with showing how they are deployed as interactional resources in languaging practices. This chapter presents an overview of recent research in the Conversation Analytic (CA) tradition which treats language alternation in the foreign language classroom as a social practice. It describes how the micro-analytic methods of CA have contributed to understanding language alternation through analysis of two samples from Australia: a secondary Italian foreign language classroom and a tertiary Japanese foreign language classroom. The focus of the analyses is on the language alternation practices between teacher and learners and between learner and learner. The chapter ends with a consideration of the implications of this research for language teacher education with reference to medium of classroom interaction.
Original languageEnglish
Title of host publicationMultilingual Education Yearbook 2019
Subtitle of host publicationMedia of Instruction and Multilingual Settings
EditorsIndika Liyanage, Tony Walker
Place of PublicationCham Switzerland
PublisherSpringer
Pages25-42
Number of pages18
Edition1st
ISBN (Electronic)9783030143862
ISBN (Print)9783030143855
DOIs
Publication statusPublished - Apr 2019

Publication series

NameMultilingual Education Yearbook
ISSN (Print)2522-5421
ISSN (Electronic)2522-543X

Keywords

  • conversation analysis
  • language alteration as a social and learning practice in the classroom
  • medium of instruction
  • medium of interaction

Cite this

Filipi, A. (2019). Language alternation as an interactional practice in the foreign language classroom. In I. Liyanage, & T. Walker (Eds.), Multilingual Education Yearbook 2019: Media of Instruction and Multilingual Settings (1st ed., pp. 25-42). (Multilingual Education Yearbook). Cham Switzerland: Springer. https://doi.org/10.1007/978-3-030-14386-2_2
Filipi, Anna. / Language alternation as an interactional practice in the foreign language classroom. Multilingual Education Yearbook 2019: Media of Instruction and Multilingual Settings. editor / Indika Liyanage ; Tony Walker. 1st. ed. Cham Switzerland : Springer, 2019. pp. 25-42 (Multilingual Education Yearbook).
@inbook{e9e6aefb57d04b938c2341091d97b884,
title = "Language alternation as an interactional practice in the foreign language classroom.",
abstract = "Language alternation (code- or language-switching) has been a long-standing focus of research in language classrooms and multilingual communities. We know about its functions, about the distribution and frequencies in speakers’ use of their languages, about the cognitive impact of language alternation on learning, and about social and interactional accounts of language alternation that are concerned with indexing shifting identities and social inequalities, and with showing how they are deployed as interactional resources in languaging practices. This chapter presents an overview of recent research in the Conversation Analytic (CA) tradition which treats language alternation in the foreign language classroom as a social practice. It describes how the micro-analytic methods of CA have contributed to understanding language alternation through analysis of two samples from Australia: a secondary Italian foreign language classroom and a tertiary Japanese foreign language classroom. The focus of the analyses is on the language alternation practices between teacher and learners and between learner and learner. The chapter ends with a consideration of the implications of this research for language teacher education with reference to medium of classroom interaction.",
keywords = "conversation analysis, language alteration as a social and learning practice in the classroom, medium of instruction, medium of interaction",
author = "Anna Filipi",
year = "2019",
month = "4",
doi = "10.1007/978-3-030-14386-2_2",
language = "English",
isbn = "9783030143855",
series = "Multilingual Education Yearbook",
publisher = "Springer",
pages = "25--42",
editor = "Indika Liyanage and Tony Walker",
booktitle = "Multilingual Education Yearbook 2019",
edition = "1st",

}

Filipi, A 2019, Language alternation as an interactional practice in the foreign language classroom. in I Liyanage & T Walker (eds), Multilingual Education Yearbook 2019: Media of Instruction and Multilingual Settings. 1st edn, Multilingual Education Yearbook, Springer, Cham Switzerland, pp. 25-42. https://doi.org/10.1007/978-3-030-14386-2_2

Language alternation as an interactional practice in the foreign language classroom. / Filipi, Anna.

Multilingual Education Yearbook 2019: Media of Instruction and Multilingual Settings. ed. / Indika Liyanage; Tony Walker. 1st. ed. Cham Switzerland : Springer, 2019. p. 25-42 (Multilingual Education Yearbook).

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

TY - CHAP

T1 - Language alternation as an interactional practice in the foreign language classroom.

AU - Filipi, Anna

PY - 2019/4

Y1 - 2019/4

N2 - Language alternation (code- or language-switching) has been a long-standing focus of research in language classrooms and multilingual communities. We know about its functions, about the distribution and frequencies in speakers’ use of their languages, about the cognitive impact of language alternation on learning, and about social and interactional accounts of language alternation that are concerned with indexing shifting identities and social inequalities, and with showing how they are deployed as interactional resources in languaging practices. This chapter presents an overview of recent research in the Conversation Analytic (CA) tradition which treats language alternation in the foreign language classroom as a social practice. It describes how the micro-analytic methods of CA have contributed to understanding language alternation through analysis of two samples from Australia: a secondary Italian foreign language classroom and a tertiary Japanese foreign language classroom. The focus of the analyses is on the language alternation practices between teacher and learners and between learner and learner. The chapter ends with a consideration of the implications of this research for language teacher education with reference to medium of classroom interaction.

AB - Language alternation (code- or language-switching) has been a long-standing focus of research in language classrooms and multilingual communities. We know about its functions, about the distribution and frequencies in speakers’ use of their languages, about the cognitive impact of language alternation on learning, and about social and interactional accounts of language alternation that are concerned with indexing shifting identities and social inequalities, and with showing how they are deployed as interactional resources in languaging practices. This chapter presents an overview of recent research in the Conversation Analytic (CA) tradition which treats language alternation in the foreign language classroom as a social practice. It describes how the micro-analytic methods of CA have contributed to understanding language alternation through analysis of two samples from Australia: a secondary Italian foreign language classroom and a tertiary Japanese foreign language classroom. The focus of the analyses is on the language alternation practices between teacher and learners and between learner and learner. The chapter ends with a consideration of the implications of this research for language teacher education with reference to medium of classroom interaction.

KW - conversation analysis

KW - language alteration as a social and learning practice in the classroom

KW - medium of instruction

KW - medium of interaction

U2 - 10.1007/978-3-030-14386-2_2

DO - 10.1007/978-3-030-14386-2_2

M3 - Chapter (Book)

SN - 9783030143855

T3 - Multilingual Education Yearbook

SP - 25

EP - 42

BT - Multilingual Education Yearbook 2019

A2 - Liyanage, Indika

A2 - Walker, Tony

PB - Springer

CY - Cham Switzerland

ER -

Filipi A. Language alternation as an interactional practice in the foreign language classroom. In Liyanage I, Walker T, editors, Multilingual Education Yearbook 2019: Media of Instruction and Multilingual Settings. 1st ed. Cham Switzerland: Springer. 2019. p. 25-42. (Multilingual Education Yearbook). https://doi.org/10.1007/978-3-030-14386-2_2