Overview of Microethnographic Discourse Analysis of Languaging and Literacy Events in Educational Settings

Native speakerism and the construction of CLIL competence in teaching partnerships: reshaping participation frameworks in the bilingual classroom

“…More research on the configuration of participation frameworks and the production formats of CLIL classroom practices is very much needed not only to make visible the interactional arrangements currently organizing CLIL practices across bilingual schools in Castilla-La Mancha, but also, more importantly, to shed light on the educational consequences of the social processes (skillization/deskillization of teaching partnerships) involved in these practices. In particular, our starting point has been a case study of a semi-private school with a distinct bilingual program, presented as a telling case (Bloome and Carter, 2013) of how linguistic competence and native speakerism restructure interactional and professional hierarchies. Future research should examine the implementation and actual classroom practices of co-teaching arrangements in CLIL-type programs in state-run schools.…”

“…We focus on classroom interactions conducted in secondary education biology, religion and ethics classes (the rationale for this selection is discussed below). The recordings are examined micro-ethnographically (Bloome and Carter, 2013;Erickson, 1992) alongside the extensive ethnographic data of the school and the interviews we have conducted with the teachers in the excerpts analyzed below. The distinct feature of this program is the inclusion of 'native English' teachers who can teach different subjects in addition to English.…”

Bilingual teachers and young children co-constructing affect and play in translanguaging read-alouds

“…We engaged in repeated readings of the transcripts, and identified two major themes that were present across both read-alouds: “playfulness through embodied performance” and “translanguaging affect and play.” In the second phase of the discourse analysis, we selected classroom episodes from each teacher’s read-alouds and conducted a microanalysis of the interactions to illustrate how playful engagement with the text was co-constructed. Taking up Bloome et al (2022) approach of microanalysis of interactions, we focused on how a play frame was proposed, recognized and sustained or terminated in the interactions. For each theme, we selected one classroom episode from each teacher for analysis to show the similarities and differences between them on how affect and playfulness were engendered.…”

Copresence in authoring conversations

“…This conceptualization of language posits that language is a verb - something that people collectively “do” together. Through a languaging relations framework, scholars explore what kinds of relationships are created between people through the ways in which they “act and react to each other” (Bloome et al, 2010). Central to a theory of languaging relations is the idea that language is “all inherently social” (Beach and Bloome, 2019: 3).…”

“…In this paper, I unfold a perspective on authoring that centers copresence to understand the jointly emergent relational and intellectual work that children and their teachers interactionally accomplish. Particularly, I focus on the role of language in constructing copresence by building upon the theory of languaging relations (Beach and Bloome, 2019; Bloome and Beauchemin, 2016) and taking a discourse analysis approach (Bloome et al, 2010). Using these methods, I explore classroom interactions during sharing time in writing workshop to analyze how copresence is discursively performed in authoring events.…”