'Do You Know a Few Words?' -- Developing an Evidence-Based Model to Analyse Multilingual Classroom Interaction

Autor/inn/en	Nap, Laura S.; Hiddink, Frans C.; Duarte, Joana
Titel	'Do You Know a Few Words?' -- Developing an Evidence-Based Model to Analyse Multilingual Classroom Interaction
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 7, S.904-917 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nap, Laura S.) ORCID (Duarte, Joana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2132108
Schlagwörter	Evidence Based Practice; Multilingualism; Classroom Communication; Teaching Methods; Code Switching (Language); Language Usage; Native Language; Second Language Learning; Elementary School Students; Indo European Languages; Instructional Design; Student Participation; Foreign Countries; Video Technology; Teacher Student Relationship; English (Second Language); German; Language Variation; Second Languages; Netherlands + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Zweitsprachenerwerb; Indoeuropäisch; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Deutscher; Sprachenvielfalt; Second language; Zweitsprache; Niederlande
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01