Monolingual Policy, Bilingual Interaction : English-taught Education in Bangladesh

Huq, Rizwan-ul

doi:10.3384/diss.diva-172149

Cited by 3 publications

(5 citation statements)

References 5 publications

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“…Our focus is on the teacher's verbal directive to use L2 only i.e., language policing to enforce English-only in a bilingual context. However, our study also confirms frequent suspension of L1, mono-L2 usage, and a mixed medium (e.g., Huq, 2020).…”

Section: Resultssupporting

confidence: 82%

“…The following extracts are used to demonstrate the participants' in situ language choices and how different mediums of classroom interaction operate in an L2 classroom (Amir & Musk, 2013). In Extract 1 we show how English-only is oriented to without topicalizing their language choice (Huq, 2020) confirming the overwhelming pattern found in other bilingual contexts (Auer, 1984;Gafaranga, 2000). Extract 1 occurs in the procedural context (Seedhouse, 2004) and it shows the beginning of a lesson.…”

Section: Resultsmentioning

confidence: 55%

“…Research on conversational mediums shows that the availability of two languages in classrooms is exploited by the participants in and through mundane activities (Huq, 2020), and three mediums are used depending on the pedagogical focus i.e,. a monolingual L1, a monolingual L2, and a bilingual medium (Amir, 2013).…”

Section: Medium Of Classroom Interaction In Bilingual Classroomsmentioning

confidence: 99%

“…However, research has shown that the prescribed L2 policy may or may not be translated in interaction in its pure and strict form all the time (Amir, 2013), and may be manifested implicitly as in the case of a study from Greece, which showcases the interactions of children during free play (Papageorgiou, 2009(Papageorgiou, , 2011 or occasions of medium suspension by participants may come for intersubjectivity (Huq, 2020). According to Sert (2005), using CS in an EFL classroom is a method that is effective in social interaction, has functional utility in both teachers and learners and is a component of classroom interactional competence (Walsh, 2006).…”

Section: Language Policing and The Normativity Of Language Choicementioning

confidence: 99%

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An examination of teachers’ language policing in EFL young learner classrooms in Turkey

Yatağanbaba

Amir

Yıldırım

2022

Turkish Journal of Education

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Bu çalışmada, İngilizceyi yabancı dil olarak öğrenen çocukların sınıflarında öğretmenler tarafından uygulanan dil polisliği uygulamaları incelenmektedir. İngilizceyi yabancı dil olarak öğrenen çocukların sınıflarında gerçekleştirilen dil polisliği çalışmaları oldukça sınırlıdır. Böylece, bu çalışmayla genişleyen çevreden İngilizceyi yabancı dil olarak öğrenen çocukların sınıflarıyla alanyanızdaki ilgili boşluğu ele alma ve düzenek değiştirme alanyazınına katkıda bulunma hedeflenmiştir. Veriler, Türkiye'deki iki özel okulda üç farklı sınıftan alınan 270 dakikalık video kayıtlarından oluşmaktadır ve söz konusu veriler, Konuşma Analizi yöntemiyle incelenmiştir. Sonuçlar, sadece Türkçe ve sadece İngilizcenin kullanılmasının yanı sıra kalıplaşmış ifadeler yoluyla da dil polisliğin başlatılmasından önce ve sonra iki dilli bir ortamın varlığını göstermiştir. Sınıfta yalnızca-İngilizce politikasının katı bir ödül ve ceza politikasıyla uygulandığı bazı ortaokul bağlamlarının aksine (Amir & Musk, 2013), kaydedilen derslerin çoğunda ana dil ve ikinci dil sorunsuz bir şekilde kullanılmıştır. Elde edilen bulgular doğrultusunda, çocuklara İngilizce öğretimi, dil polisliği ve ortaokul seviyesinde düzenek değiştirme konularında çeşitli çıkarımlar sunulmaktadır.

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Section: Resultssupporting

confidence: 82%

Section: Resultsmentioning

confidence: 55%

Section: Medium Of Classroom Interaction In Bilingual Classroomsmentioning

confidence: 99%

Section: Language Policing and The Normativity Of Language Choicementioning

confidence: 99%

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An examination of teachers’ language policing in EFL young learner classrooms in Turkey

Yatağanbaba

Amir

Yıldırım

2022

Turkish Journal of Education

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“…Kritiken som framfördes från etnometodologiskt håll av exempelvis Speier (1971Speier ( , 1976 och Mackay (1974Mackay ( /1991 Därav följer att en studies fokus bör ligga på meningsskapande processer och hur människor synliggör den mening som den sociala världen tillskrivs (Mackay 1974:180). 18 Denna common-sense knowledge sammanfattar Waksler på följande sätt: "In everyday life we adults take for granted that children as a category know less than adults, have less experience, are less serious, and are less important than adults in the ongoing work of everyday life" (Waksler 1991:63). 19 Även Waksler (1991:63) menar att socialisationsbegreppet döljer annan interaktion mellan barn och vuxna och samspel barn till barn.…”

Section: Mot Ett Kompetensparadigmunclassified

"Är han en jätte, nej han är liten, en bebis" : Ålderskategorisering i förskolan

Häll

2022

Linköping Studies in Education and Social Sciences

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The overall aim of this thesis is to explore the meaning of age in the social world of preschool and age as a discursive resource in daily practices. In relation to this aim, the following specific research questions are raised: (i) How do preschool children practice age categories and what interactional goals are achieved through categorical work in interaction with other children and with teachers? (ii) In what ways is the institutional order of preschool handled and produced through the participants´ categorical work? (iii) How and in what ways are age categories discursive resources in the participants´ socialization practices? Data were generated through a year of field work during which participant observation was carried out among a group of preschool children aged 3-5 years. In line with the ethnomethodological approach of this thesis, age is treated as an interactional accomplishmenttalked into being by children and adults who partake in a variety of activities within the institutional setting of preschool. The data have been analyzed using Membership Categorization Analysis to flesh out the participants' use of cultural and institutional notions of age for a range of interactional purposes. The findings are presented in three chapters where the first chapter makes visible how preschool children use categories for age to achieve different goals in interaction within the peer group and with teachers. Age categorization is practiced in various ways, depending on the goals to be achieved and the age relations at hand. In the second chapter the focus is on the connection between the institutional context and the social interaction within that setting. In the third chapter, the analysis focuses on teachers´ situated socializing practices and age as a rhetoric and discursive resource. To sum up, this thesis shows how common-sense knowledge and notions of age, as well as local age-related discourses and norms, are "locked into place" (Baker 2000:112) in the everyday life of preschool in and through categorical work. By analyzing age, a category that children themselves constantly orient to and make relevant, this thesis broadens existing research in early childhood education on children´s perspectives. This thesis also contributes to methodological expansion in the research field of early childhood education by using Membership Categorization Analysis (MCA), a methodology seldom applied in early childhood education.

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A Multimodal Analysis of Language Policy as Practice: The Case of Two English-Medium Schools in Bangladesh

Huq

2024

Language Policy as Practice

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Monolingual Policy, Bilingual Interaction : English-taught Education in Bangladesh

Cited by 3 publications

References 5 publications

An examination of teachers’ language policing in EFL young learner classrooms in Turkey

An examination of teachers’ language policing in EFL young learner classrooms in Turkey

"Är han en jätte, nej han är liten, en bebis" : Ålderskategorisering i förskolan

A Multimodal Analysis of Language Policy as Practice: The Case of Two English-Medium Schools in Bangladesh

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