This study investigated primary school children's spontaneous translingual practices in an English as a foreign language setting in a context with difficult circumstances in the Global South. The research question that guided this project was: What does translanguaging look like in an English language primary classroom in a difficult Argentinian…

Examining the use of multimodal translingual practices of language learners is a promising area for the study of semiotic resources in online multimodal language learning. As such, although L1 use is theoretically established as one of the many semiotic resources to be drawn upon for meaning-making as part of learners' integrated repertoire, its…

This study sets out to explore the effect of proficiency and modality of interaction on code-switching (CS) amongst two groups of Spanish-Catalan learners acquiring English as a Foreign Language (EFL) in Primary school (grade 3, n = 24 and grade 6, n = 21). Data was retrieved from audio-taped oral activities (peer interaction and learner-teacher…

In this Teaching Tips article, we discuss our efforts to create and utilize translanguaging interactive read-aloud videos as part of a community-wide reading program focused on the reading and discussing of a shared book. Offering translanguaging spaces for bilingual readers in area elementary classrooms and the community, these videos were…

The phenomena of language use in the class still become the object of study ever since the languages are essential aspects in classroom interaction. It cannot be denied that in the classroom interaction, the communicative styles of the lecturers and students will be influenced by many aspects. One of them is the social status differences which…

Multilingual education is mandatory in early childhood education in several European countries. Scholars working in first, second and foreign language learning have shown the effectiveness of interaction-promoting and language-modelling strategies for language development. In addition, teachers in bilingual contexts have been translanguaging to…

To promote English learning is an alleged benefit of implementing English-medium-instruction (EMI). However, English learning is supposed to occur incidentally in most EMI contexts. From the linguistic-ecological perspective, incidental language learning is premised on two conditions: linguistic inputs are perceived by learners as affordances,…

This paper documents a year in the life of an ESOL adult literacy teacher. It is a work of narrative inquiry, an examination of reflective teaching in action. As such, it includes commentary on the cycle of observation, reflection, research, and action. In particular, this narrative examines the relationship between literacy practice and…

This study examines the interaction between learner-oriented codeswitching (CS) practices and the degree to which intermediate Chinese L2 learners of English engage in classroom interaction. The guiding questions are whether the teacher's CS use facilitates classroom interaction at moderate L2 proficiency, and if so, at which specific stages of…

Purpose: This study aims to explore how the Community of Inquiry (CoI) model (2000) is used to categorize students' and teachers' interactions in an asynchronous discussion and how these interactions are able to help students add quality to their narrative writing. Design/methodology/approach: The interactions were categorized based on teaching,…

This study investigates the role of code-switching (CS) between Turkish (L1) and English (L2) in Turkish EFL (English as a foreign language) classroom interaction. It aims at describing and analyzing the pedagogical functions and sequential organization of CS in teacher talk. The research draws on the recordings of four intermediate level…

This paper studies the situated meaning given to a so-called "welcome" service for international students at a Catalan university. The official business of the service is to offer support with bureaucratic procedures and information about available services, including those for learning Catalan. However, the complex range of overlapping…

The aim of this paper is to account for language choice and alternation phenomena we have observed in a French complementary school classroom in Scotland. In this classroom, talk can be conducted in French (the official medium of instruction), in English (the other language in contact) and in both French and English. A critical review of the…

This paper presents the results of a small-scale study of codeswitching (CS) between Chinese and English in primary English classrooms with a view to informing classroom interaction with young learners of English as a Foreign Language (EFL). It analyzes CS of two teachers participating in the Primary English Curriculum Innovation (PECI) project in…

Argues that differences at the level of the categories of language alternation as they are observed in the literature are not mere terminological differences, but rather reflect theoretical and methodological differences. Adopts a praxis view of language, arguing that the notion of code and that of language are not necessarily equivalent.…