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Interaction in the Multilingual Classroom

Källkvist, Marie LU orcid ; Sandlund, Erica ; Sundqvist, Pia and Gyllstad, Henrik LU (2022) In Cambridge Handbooks in Language and Linguistics p.836-868
Abstract
Classroom language ecologies are increasingly diverse as a result of mobility, migration, and information technology. In these spaces, interlocutors may draw upon shared linguistic and cultural resources but also bring in others. Prime examples are additional-language (AL) classrooms, where there is a shared target language, but where students may have different first languages from their classmates and teacher. In this chapter, we review empirical research on interaction in multilingual classrooms in approaches such as ethnography, translanguaging, and conversation analysis (CA), and discuss methods and findings in relation to the growing field of intercultural pragmatics (IP). Additionally, we offer an empirical illustration from video... (More)
Classroom language ecologies are increasingly diverse as a result of mobility, migration, and information technology. In these spaces, interlocutors may draw upon shared linguistic and cultural resources but also bring in others. Prime examples are additional-language (AL) classrooms, where there is a shared target language, but where students may have different first languages from their classmates and teacher. In this chapter, we review empirical research on interaction in multilingual classrooms in approaches such as ethnography, translanguaging, and conversation analysis (CA), and discuss methods and findings in relation to the growing field of intercultural pragmatics (IP). Additionally, we offer an empirical illustration from video ethnography research in multilingual English AL classrooms in Sweden. With a CA approach, we demonstrate how a group of students participating in a vocabulary game manage an instance of diverging understandings of an English word. We show how, in resolving this interactional trouble, participants draw on the target language English and the societal/school language Swedish, and we discuss the observations in light of the IP concepts of salience and common ground. Finally, we argue that classroom studies detailing social actors’ language repertoires by using audiovisual data are essential in advancing our understanding of multilingual AL classrooms. (Less)
Please use this url to cite or link to this publication:
author
; ; and
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
multilingual classrooms, Multilingual education, Classroom Research, intercultural interactions, intercultural encounters, intercultural sensitivity, conversation analysis, multilingualism, translanguaging
host publication
The Cambridge Handbook of Intercultural Pragmatics
series title
Cambridge Handbooks in Language and Linguistics
editor
Kecskes, Istvan
pages
33 pages
publisher
Cambridge University Press
ISBN
9781108884303
9781108839532
DOI
10.1017/9781108884303.033
project
Multilingual Spaces? Language Practices in English Classrooms
language
English
LU publication?
yes
id
2b482be1-ca13-4d01-8809-b08a94006bc0
date added to LUP
2021-09-27 11:31:58
date last changed
2024-11-27 13:15:08
@inbook{2b482be1-ca13-4d01-8809-b08a94006bc0,
  abstract     = {{Classroom language ecologies are increasingly diverse as a result of mobility, migration, and information technology. In these spaces, interlocutors may draw upon shared linguistic and cultural resources but also bring in others. Prime examples are additional-language (AL) classrooms, where there is a shared target language, but where students may have different first languages from their classmates and teacher. In this chapter, we review empirical research on interaction in multilingual classrooms in approaches such as ethnography, translanguaging, and conversation analysis (CA), and discuss methods and findings in relation to the growing field of intercultural pragmatics (IP). Additionally, we offer an empirical illustration from video ethnography research in multilingual English AL classrooms in Sweden. With a CA approach, we demonstrate how a group of students participating in a vocabulary game manage an instance of diverging understandings of an English word. We show how, in resolving this interactional trouble, participants draw on the target language English and the societal/school language Swedish, and we discuss the observations in light of the IP concepts of salience and common ground. Finally, we argue that classroom studies detailing social actors’ language repertoires by using audiovisual data are essential in advancing our understanding of multilingual AL classrooms.}},
  author       = {{Källkvist, Marie and Sandlund, Erica and Sundqvist, Pia and Gyllstad, Henrik}},
  booktitle    = {{The Cambridge Handbook of Intercultural Pragmatics}},
  editor       = {{Kecskes, Istvan}},
  isbn         = {{9781108884303}},
  keywords     = {{multilingual classrooms; Multilingual education; Classroom Research; intercultural interactions; intercultural encounters; intercultural sensitivity; conversation analysis; multilingualism; translanguaging}},
  language     = {{eng}},
  pages        = {{836--868}},
  publisher    = {{Cambridge University Press}},
  series       = {{Cambridge Handbooks in Language and Linguistics}},
  title        = {{Interaction in the Multilingual Classroom}},
  url          = {{https://lup.lub.lu.se/search/files/145332465/K_llkvist_et_al_2022_Interaction_in_the_Multilingual_Classroom_CUP.pdf}},
  doi          = {{10.1017/9781108884303.033}},
  year         = {{2022}},
}