Common ground and positioning in teacher-student interactions: Second language socialization in EFL classrooms

Hart, Deniz Ortaçtepe; Okkalı, Seçil

doi:10.1515/ip-2021-0003

Cited by 8 publications

(1 citation statement)

References 36 publications

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“…Our searches identified two studies that examine classroom interaction using IP as their analytical framework: Maguire and Romero-Trillo (2013) and Hart and Okkali (2021). Maguire and Romero-Trillo (2013) use corpus data of classroom interaction among primary school teachers and pupils aged five and above attending bilingual Spanish-English schools in Madrid.…”

Section: Intercultural Pragmatics Studies Of Multilingual Classroom I...mentioning

confidence: 99%

Interaction in the Multilingual Classroom

Källkvist¹,

Sandlund²,

Sundqvist³

et al. 2022

The Cambridge Handbook of Intercultural Pragmatics

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Classrooms are institutional social spaces where there is microlevel interaction that is embedded in wider sociocultural and sociopolitical institutional contexts in a society. In mainstream schools, they are intended for socialization, curriculum learning, and assessment. As such, they are spaces where students' full range of linguistic and semiotic expression may be leveraged (Cummins 2007) in their interaction with individuals that are often outside students' normal communities (Anderson 2018). Being part of a layered structure of institutions in a nation, the classroom is considered "an immensely rich site for the investigation of the processes of social and cultural (re)production and the relationship between micro classroom and macro institutional processes" (Tsui 2017: 194).Classroom interaction research dates back some seventy years, with early work leading to insights that classroom processes are extremely complex (Tsui 2017: 188). Multilingual classroom research emerged in the 1980s out of a concern for the education of language-minoritized children (Martin-Jones 2015; Aline and Hosoda 2021). Since then, increased mobility across the world has led to today's multilingual classrooms housing individuals with highly diverse translocal linguistic repertoires. This is mirrored by the recent immense increase in scholarly interest in multilingual language use in education, notably in studies of translanguaging pedagogy (

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Section: Intercultural Pragmatics Studies Of Multilingual Classroom I...mentioning

confidence: 99%

Interaction in the Multilingual Classroom

Källkvist¹,

Sandlund²,

Sundqvist³

et al. 2022

The Cambridge Handbook of Intercultural Pragmatics

View full text Add to dashboard Cite

show abstract

The Role of Context in English as a Lingua Franca

Kecskes

2023

Perspectives in Pragmatics, Philosophy &Amp; Psychology

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The role of foreign language internships in cultural enrichment and increasing motivation for Russian students to learn Spanish

Veselova

Khimich

Terentieva

2021

Heliyon

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Currently, many universities use the communicative approach to foreign language teaching. In contrast, Peoples' Friendship University of Russia (RUDN University) uses a mixed approach for these purposes, which combines both the abovementioned communicative method and the grammar-translation method, which is more traditional for Russian universities. Additionally, RUDN University provides an opportunity for students to continue learning the target language at foreign partner universities, where students can practice the language in its natural environment. In this regard, the serious research interest for us is which of our students' language competencies will transform after graduation from these universities and how their motivation changes towards learning Spanish.The vast majority of previous research on the role of foreign language internships in increasing students' motivation to learn the target language focuses on issues related to motivation to learn the language within the framework of the communicative or grammar-translation method (Helmchen, Melo-Pfeifer, 2018;Germer, 2018;Marijuan and Sanz, 2018). This study approaches the question from a different angle and concentrates on the problem of motivating students who previously studied Spanish at a university that employs the mixed method for learning the foreign language and who later completed an internship at a partner university that in turn utilizes the communicative method.To answer this research question, we aimed to conduct a study of the formed cultural and linguistic competencies of 3rd-and 4th-year students who were and who were not on foreign internships at Spanish partner universities of RUDN University. Based on the obtained data, this research demonstrates the need to change the established approaches not only to the practice of teaching Spanish but also to the conscious use of internships as a tool to increase the motivation of students to learn the target language.

show abstract

Common ground and positioning in teacher-student interactions: Second language socialization in EFL classrooms

Cited by 8 publications

References 36 publications

Interaction in the Multilingual Classroom

Interaction in the Multilingual Classroom

The Role of Context in English as a Lingua Franca

The role of foreign language internships in cultural enrichment and increasing motivation for Russian students to learn Spanish

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