Doing English-Only Instructions: A Multimodal Account of Bilingual Bangladeshi Classrooms

Doing English-Only Instructions: A Multimodal Account of Bilingual Bangladeshi Classrooms

The research reported here is part of a broader research project on bilingual Bangladeshi ESL schools. The study seeks to find out how a prescribed language policy that is operating at the school informs classroom instruction. To do so, it uses the distinction between medium of instruction and medium of interaction, introduced by Bonacina & Gafaranga (2011), to examine how participants to instructional exchanges orient their actions to the language policy as well as to locally emerging interactional challenges. Through multimodal conversation analysis the study shows how participants sustain, suppress or even overlook the medium of instruction in the service of doing instruction. These findings therefore contribute to the existing literature on language policy-in-practice and language alternation in bilingual classrooms

___

  • Amir, A. (2013a). Doing Language Policy: A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classrooms. (Phd), Linköping University, Linköping. (597)
  • Amir, A. (2013b). Self-policing in the English as a foreign language classroom. Novitas-ROYAL (Research on Youth and Language), 7(2), 84-105.
  • Amir, A., & Musk, N. (2013). Language policing: micro-level language policy-in-process in the foreign language classroom. Classroom Discourse, 4(2), 151-167.
  • Amir, A., & Musk, N. (2014). Pupils doing language policy: Micro-interactional insights from the English as a foreign language classroom. Apples-Journal of Applied Language Studies, 8(2), 93-113.
  • Auer, P. (1984). Bilingual conversation. Amsterdam: John Benjamins.
  • Auer, P. (1988). A Conversation Analytic Approach to Code-Switching and Transfer. In M. Heller (Ed.), Codeswitching: Anthropological and Sociolinguistic perspectives. (pp. 187-213). Berlin: Mouton de Gruyter.
  • Auer, P. (1995). The pragmatics of code-switching: A sequential approach. In L. Milroy & P. Muysken (Eds.), One Speaker, two languages (Vol. First, pp. 115-135). Cambridge: Cambridge University Press.
  • Balaman, U. (2016) A conversation analytic study on the development of interactional competence in English in an online task-oriented environment. Hacettepe University, Turkey, Unpublished PhD Thesis.
  • Bonacina, F. (2010). A Conversation Analytic approach to practiced language policies: The example of an induction classroom for newly-arrived immigrant children in France. (Ph.D. in Linguistics), The University of Edinburgh.
  • Bonacina, F., & Gafaranga, J. (2011). ‘Medium of instruction’ vs. ‘medium of classroom interaction’: language choice in a French complementary school classroom in Scotland. International Journal of Bilingual Education and Bilingualism, 14(3), 319-334.
  • Cromdal, J. (2001) Overlap in Bilingual Play: Some Implications of Code-Switching for Overlap Resolution. Research on Language and Social Interaction, 34(4), 421-451.
  • Cromdal, J. (2005). Bilingual order in collaborative word processing: on creating an English text in Swedish. Journal of Pragmatics, 37, 329–353.
  • Eskildsen, S. & Wagner, J. (2013). Recurring and shared gestures in the L2 classroom: Resources for teaching and learning. European Journal of Applied Linguistics, 1(1), pp. 139-161.
  • Gafaranga, J. (1998). Aspects of order in bilingual talk: Kinyarwanda-French language alternation. (Phd), Lancaster University, United Kingdom.
  • Gafaranga, J. (1999). Language choice as a significant aspect of talk organization: The orderliness of language alternation. Text, 19(2), 201-225.
  • Gafaranga, J. (2000). Medium repair vs. other-language repair: Telling the medium of a bilingual conversation. International Journal of Bilingualism, 4(3), 327– 350.
  • Gafaranga, J. (2001). Linguistic identities in talk-in-interaction: Order in bilingual conversation. Journal of Pragmatics, 33, 1901-1925.
  • Gafaranga, J. (2012). Language alternation and conversational repair in bilingual conversation. International Journal of Bilingualism, 16(4), 501-527.
  • Gafaranga, J., & Torras, M.-C. (2001). Language versus Medium in the study of bilingual conversation. International Journal of Bilingualism, 5(2), 195 – 219.
  • Gumperz, J. J. (1982). Discoures strategies. Cambridge, UK: Cambridge University Press. Hazel, S. (2015) Identities at odds: Embedded and implicit language policing in the internationalized workplace. Language and Intercultural Communication, 15(1): 141–160.
  • Huq, R., Barajas, K. E., & Cromdal, J. (2017). Sparkling, wrinkling, softly tinkling: On poetry and word meaning in a bilingual primary classroom. In A. Bateman & A. Church (Eds.), Children’s knowledgein-interaction: Studies in conversation analysis (pp. 189-209). Singapore: Springer Science & Business Media B.V.
  • Jakonen, T. (2016). Managing multiple normativities in classroom interaction: Student responses to teacher reproaches for inappropriate language choice in a bilingual classroom. Linguistics and Education, 33, 14–27
  • Jefferson, G. (1986). Notes on “latency” in overlap onset. Human Studies, 9, 153–183.
  • Koshik, I. (2002). Designedly Incomplete Utterances: A Pedagogical Practice for Eliciting Knowledge Displays in Error Correction Sequences. Research on Language and Social Interaction, 35(3), 277- 309.
  • Lehti-Eklund, H. (2012). Code-switching to first language in repair - A resource for students' problem solving in a foreign language classroom. International Journal of Bilingualism, 0(0), 1-21.
  • Wei. L.(1998). The ‘why’ and ‘how’ questions in the analysis of conversational code-switching. In P. Auer (ed.). Code-switching in conversation: language, interaction and identity. pp. 156-176. London: Routledge.
  • Wei. L. (2005). ‘‘How can you tell?’’ Towards a common sense explanation of conversational codeswitching. Journal of Pragmatics, 37, 375–389.
  • Wei. L., & Wu, C. J. (2009). Polite Chinese children revisited: Creativity and the use of codeswitching in the Chinese complementary school classroom. International Journal of Bilingual Education and Bilingualism, 12(2), 193-211.
  • Majlesi, A. R. (2015). Matching gestures - Teachers' repetitions of students' gestures in second language learning classrooms. Journal of Pragmatics, 76, 30-45.
  • McNeil, D. (1992). Hand and Mind: What Gestures Reveal about Thought. Chicago The University of Chicago Press.
  • Mondada, L. (2007). Multimodal resources for turn-taking: Pointing and the emergence of possible next speakers. Discourse Studies, 9(2), 194–225.
  • Mortensen, K. (2008). Selecting next speaker in the second language classroom: How to find a willing next speaker in planned activities. Journal of Applied Linguistics, 5(1), 55-79.
  • Mortensen, K. (2011). Doing Word Explanation in Interaction. In G. Pallotti & J. Wagner (Eds.), L2 learning as social practice: Conversation-analytic perspectives (pp. 135-162). Honolulu, HI: University of Hawaii, National Foreign Language Resource Center.
  • Myers-Scotton, C. (1993). Duelling Languages: Grammatical Structure in Code switching. Oxford: Clarendon Press.
  • Nakamura, I. (2004). Understanding a learner’s responses: Uses of silence in teacher-student dialogues. In M. Swanson (ed.). JALT 2003 at Shizuoka Conference Proceedings, 79-86.
  • Nikula, T. (2005). English as an object and tool of study in classrooms: Interactional effects and pragmatic implications. Linguistics and Education, 16, 27–58.
  • Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden, MA: Blackwell.
  • Sert, O. (2015) Social interaction and L2 classroom discourse. Edinburgh: Edinburgh University Press. Sert, O., & Balaman, U. (2018). Orientations to negotiated language and task rules in online L2 interaction. ReCALL, 1-20.
  • Slotte-Lüttge, A. (2007). Making use of bilingualism - construction of a monolingual classroom and its consequences. International Journal of Sociology of Language, 187/188, 103-128.
  • Spolsky, B. (2004). Language policy. Cambridge: Cambridge University press.
  • Spolsky, B. (2007). Towards a theory of language policy. Working Papers in Educational Linguistics, 22(1), 1–14.
  • St. John, O. (2010) Bilingual lexical interillumination in the foreign language classroom. Language, Culture and Curriculum, 23(3), 199-218.
  • Ustunel, E., & Seedhouse, P. (2005). Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics, 15(3).
  • Ustunel, E. (2009). EFL Classroom Code-switching. London: Palgrave Macmillan.
  • Waring, H. Z., Creider, S. C., & Box, C. D. (2013). Explaining vocabulary in the second language classroom: A conversation analytic account. Language, Culture and Social Interaction, 2, 249-264.