Managing multiple normativities in classroom interaction: Student responses to teacher reproaches for inappropriate language choice in a bilingual classroom

Jakonen, Teppo

doi:10.1016/j.linged.2015.11.003

Cited by 38 publications

(16 citation statements)

References 32 publications

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“…The teacher's reproach (line 9) targets this L1 talk and brings about a shift in language and activity. The teacher enforces a monolingual classroom norm (see also Amir and Musk, 2013;Jakonen, 2016) by labeling Finnish as the 'wrong' language (line 9) and by issuing a directive to the students to use English instead (line 12). Her reproach is double-edged in that it addresses two kinds of violations of the local classroom order: the absence of institutionally-assigned L2 and off-task talk, or 'gossiping'.…”

Section: Discussionmentioning

confidence: 99%

“…In bilingual education, named languages become tangible through the distribution of content lessons between L1 and L2 in the curriculum, as well as teachers' classroom practice of maintaining language separation by way of sanctioning students for 'inappropriate' language choice (e.g. Amir and Musk, 2013;Copp Jinkerson, 2011;Jakonen, 2016). Moreover, in peer interaction, assessment, correction and criticism of language use can tap on a student's perceived (lack of) skills in a named language (e.g.…”

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confidence: 99%

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Translanguaging as Playful Subversion of a Monolingual Norm in the Classroom

Jakonen

Szabó

Laihonen

2018

Multilingual Education

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Previous studies of educational translanguaging have described it as an instructional and inclusive practice supporting the active classroom participation of students from diverse linguistic backgrounds. This chapter demonstrates how in monolingually-oriented educational contexts, translanguaging can also constitute a form of subversive language play targeting the local monolingual norm. The data are video-recorded lessons from secondary-level CLIL (Content-and-Language-Integrated-Learning) classrooms in Finland. In CLIL classrooms L2 is often upheld as a normatively assigned medium of interaction, particularly in whole-class talk, and students use their shared L1 in peer interaction. This chapter offers a case study investigating how one student's translanguaging, which takes place as a reaction to the teacher's enforcement of the L2-only norm, is treated as a 'language mix' by other participants in the classroom. Drawing on conversation analytic (CA) methodology, we describe the sequential unfolding and the normative context of the focal student's translanguaging, as well as practices of categorisation with which other students respond to him. We suggest that these kinds of situations can help to empirically tease apart some differences between translanguaging and code-switching. Further, we argue that the 'meaning' of translanguaging to participants cannot be established without considering its relation to locally upheld norms around language choice, which in the present case are employed as resources for the construction of language play and subversive identities.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Translanguaging as Playful Subversion of a Monolingual Norm in the Classroom

Jakonen

Szabó

Laihonen

2018

Multilingual Education

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“…Cromdal's (2005) findings are also highly pertinent to the current discussion on the use of L1 in bilingual education (see e.g. Gierlinger, 2015;Jakonen 2016b;Méndez García & Pavón Vázquez, 2012) in that they provide micro-interactional evidence of systematics of L1 use in support of learning.…”

Section: L2 Writing In and As Social Interaction During Task Activitiesmentioning

confidence: 90%

The integration of content and language in students’ task answer production in the bilingual classroom

Jakonen

2016

International Journal of Bilingual Education and Bilingualism

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The notion of content and language integration has recently become a key topic of inquiry in research on Content and Language Integrated Learning (CLIL) and other kinds of bilingual educational programmes. Understanding what integration is and how it happens is of fundamental importance not only for researchers interested in gauging the possibilities and limitations of bilingual programmes, but also for practitioners seeking optimal ways to support student development.This study investigates integration as it takes place in the context of collaborative writing in the classroom. Drawing on Conversation Analytic (CA) methodology, text production is investigated as a social and sequentially-evolving phenomenon.The analysis focuses ons interactional sequences through which secondary school students produce and revise written task answer formulations. Sequential analyses of selected interactions describe the interactional organisation of the focal practice and show how, in their negotiation about what and how to write, students integrate content and language in everyday school work. It is argued that an investigation of what is at stake to students when they produce texts can shed light on their practical orientations to content and language integration. Based on such perspectives, integration appears a more complex phenomenon than the interface of form and meaning.

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“…For the last several years, abundant research in L2 learning has supported the use of bi/multilingual practices for their role in enhancing learning in this context (e.g., Al Masaeed, , , ; Cheng, ; Forman, ; Jakonen, ; Levine, ; May, ; Sert, ; Tudini, ; Turnbull & Dailey–O'Cain, ; van Compernolle, ). This research sees multilingualism as the linguistic norm of the twenty‐first century.…”

Section: Translanguaging In L2 Contextsmentioning

confidence: 99%

Translanguaging in L2 Arabic Study Abroad: Beyond Monolingual Practices in Institutional Talk

Masaeed

2020

The Modern Language Journal

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Adopting a translanguaging perspective, this article examines interlocutors’ orientations to, and use of, multidialectal and multilingual practices during second language (L2) Arabic conversations‐for‐learning beyond the classroom in a study abroad program. The study argues that participants’ translanguaging practices challenge monolingual ideologies and the program's monodialectal policy of using only Modern Standard Arabic (MSA) in institutional talk beyond the classroom. Audio‐recorded dyadic interactions between L2 Arabic learners and their native speaker conversation partners show how multidialectal and multilingual practices can work as a valuable interactional resource that multilinguals draw upon for productive interactions to enhance meaning‐making, identity negotiation, and knowledge construction. In addition, participants seem to give precedence to intersubjectivity over monodialectal and monolingual language policies through their use of these translanguaging practices.

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Managing multiple normativities in classroom interaction: Student responses to teacher reproaches for inappropriate language choice in a bilingual classroom

Cited by 38 publications

References 32 publications

Translanguaging as Playful Subversion of a Monolingual Norm in the Classroom

Translanguaging as Playful Subversion of a Monolingual Norm in the Classroom

The integration of content and language in students’ task answer production in the bilingual classroom

Translanguaging in L2 Arabic Study Abroad: Beyond Monolingual Practices in Institutional Talk

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