Sparkling, Wrinkling, Softly Tinkling: On Poetry and Word Meaning in a Bilingual Primary Classroom

Huq, Rizwan-ul; Barajas, Katarina Eriksson; Cromdal, Jakob

doi:10.1007/978-981-10-1703-2_11

Cited by 19 publications

(11 citation statements)

References 18 publications

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“…Against the backdrop of the monolingual English-only policy, this is an important observation because it shows the potential benefits of bilingual instructional interaction (cf. Huq et al, 2017;St. John, 2010;Ustunel & Seedhouse, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…Here, the teacher's verbal actions are in English, save for the tagged-on particle in line 6. As Huq et al (2017) have demonstrated in a different bilingual Bengali setting, teachers produce such turn-final comprehension checks in Bengali, which results in momentary instances of language alternation within an otherwise monolingual English medium of interaction (cf. teacher-initiated self-policing in Amir 2013b).…”

Section: Monolingual Medium Of Interactionmentioning

confidence: 99%

“…(means what? ), thereby checking that the students are familiar with the concept (see Huq et al, 2017, for an elaborate account of similar comprehension checks). This turn is not allocated at any particular student, and the teacher checks across the classroom (lines 11-12) for any volunteers.…”

Section: Munni Saniamentioning

confidence: 99%

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Doing English-Only Instructions: A Multimodal Account of Bilingual Bangladeshi Classrooms

Huq¹

2018

HUJE

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ABSTRACT:The research reported here is part of a broader research project on bilingual Bangladeshi ESL schools. The study seeks to find out how a prescribed language policy that is operating at the school informs classroom instruction. To do so, it uses the distinction between medium of instruction and medium of interaction, introduced by Bonacina & Gafaranga (2011), to examine how participants to instructional exchanges orient their actions to the language policy as well as to locally emerging interactional challenges. Through multimodal conversation analysis the study shows how participants sustain, suppress or even overlook the medium of instruction in the service of doing instruction. These findings therefore contribute to the existing literature on language policy-in-practice and language alternation in bilingual classrooms.

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Section: Discussionmentioning

confidence: 99%

Section: Monolingual Medium Of Interactionmentioning

confidence: 99%

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Doing English-Only Instructions: A Multimodal Account of Bilingual Bangladeshi Classrooms

Huq¹

2018

HUJE

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“…For example, some studies have focused on student-initiated LA in response to e.g. teacher questions (Liebscher & Dailey-O'Cain, 2005;Ziegler, Sert & Durus, 2012; see also Huq, Cromdal & Barajas, 2017). Üstünel and Seedhouse (2005) examine teacher-student CS in relation to pedagogical focus in an EFL classroom at a Turkish university (see also Üstünel, 2004; Üstünel, 2016).…”

Section: Language Policy and Normsmentioning

confidence: 99%

“…As the previous section has shown, cognitivist approaches to teaching and learning vocabulary frame learning as occurring within the individual and consequently focus on course design, and planned vocabulary teaching in particular. However, in spite of an increase in the volume of vocabulary research and agreement as to the importance of lexical components of curricula, there is still a significant gap in our understanding of how vocabulary teaching and learning actually plays out in the complex dynamic of the classroom floor (Waring, Creider & Box, 2013; see also Huq et al, 2017). How are abstract concepts like "comprehensible input", "negotiation for meaning" (Long, 1983;Swain & Lapkin, 1998) and "meaningful encounters with words" (Lightbown & Spada, 2013, p. 62) enacted and displayed on a turn-by-turn basis in practice?…”

Section: Interaction-oriented Studies Of Vocabularymentioning

confidence: 99%

Engelska Hemspråk : Språk i interaktion i modersmålsundervisning i Sverige

Stoewer

2018

Linköping Studies in Education and Social Sciences

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Conversation Analysis and Child Language Acquisition

Filipi¹

2020

The Encyclopedia of Applied Linguistics

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Child‐focused research in conversation analysis (child‐CA) has been steadily coming into its own as it continues to amass a considerable body of work on the ways that children learn to talk as they become competent members of a culture. While there is an increasingly diverse set of contexts, themes, and disciplines that are drawn on in this work, it is nonetheless commonly driven by a microanalytic, naturally occurring, and in situ concern with showing how children participate, understand, and display interactional competencies in dealing with, finding a place in, and making sense of their social worlds. The discussion in this entry of both consolidating and emerging themes in child‐CA research, limited to children aged from 12 months to seven years, is framed by two very broad, general areas that subsume a number of discrete themes. They are (a) competencies and understandings, and (b) childhood and interactions in pre‐ and early‐primary school settings.

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Sparkling, Wrinkling, Softly Tinkling: On Poetry and Word Meaning in a Bilingual Primary Classroom

Cited by 19 publications

References 18 publications

Doing English-Only Instructions: A Multimodal Account of Bilingual Bangladeshi Classrooms

Doing English-Only Instructions: A Multimodal Account of Bilingual Bangladeshi Classrooms

Engelska Hemspråk : Språk i interaktion i modersmålsundervisning i Sverige

Conversation Analysis and Child Language Acquisition

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