Managing classroom misbehaviours in the Hong Kong English Medium Instruction secondary classrooms. A translanguaging perspective.

Autor/in	Tai, Kevin W. H.
Titel	Managing classroom misbehaviours in the Hong Kong English Medium Instruction secondary classrooms. A translanguaging perspective.
Quelle	In: System : an international journal of educational technology and applied linguistics, 113 (2023) Art. 102959, 35 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen; Illustrationen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2022.102959
Schlagwörter	Autorität; Lehrer; Schüler; Interaktion; Englischunterricht; Kontrolle; Studie; Hongkong
Abstract	Studies in English-Medium-Instruction (EMI) classroom interaction have explored how content teachers can utilise various resources to encourage student engagement and facilitate the teaching and learning processes. However, less attention has been paid in terms of how teachers manage unexpected student behaviours that transgress the classroom order and disrupt the flow of classroom interaction. This article explores how EMI teachers contingently mobilise various multilingual and multimodal resources and sociocultural knowledge to address the moments when students produce socially unacceptable and inappropriate behaviour in regard to the normative expectancies in the classrooms. The data of this study is obtained from a larger lin- guistic ethnographic project in Hong Kong EMI secondary classrooms. Multimodal Conversation Analysis is employed to analyse the classroom interaction data and the analysis is triangulated with the video-stimulated-recall-interviews which are analysed with Interpretative Phenomeno- logical Analysis. I argue that the EMI teachers construct a translanguaging space which affords them to draw on multiple resources to address student misbehaviours that transgresses norms for classroom participation. Such a safe space allows teachers to resume the forward progression of classroom activity and ease the tension between the teachers' authority and students' partici- pation in the classroom.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2024/1