Observing a teacher’s interactional competence in an ESOL classroom: a translanguaging perspective

IF 2.1 2区 文学 0 LANGUAGE & LINGUISTICS
Kevin W. H. Tai, David Wei Dai
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引用次数: 5

Abstract

Abstract Research on translanguaging practices in multilingual contexts has explored how translanguaging highlights the multilingual and multicultural nature of social interactions and its transformative nature in transgressing established norms and boundaries. This article aims to provide an alternative view of interactional competence by connecting it to the notion of translanguaging and its emphasis on the active deployment of multiple linguistic, semiotic, and sociocultural resources in a dynamic and integrated way. We argue for extending the notion of interactional competence as we suggest that translanguaging is the practice of drawing on a speaker’s interactional competence for constructing new configurations of language practices for communicative purposes. Such a conceptualization reinforces the meaning-making process as a locally emergent phenomenon and a jointly accomplished social action. It also conceptualizes the undertaking of co-constructing social interactions as a process of translanguaging whereby interactants need to seek out available multilingual and multimodal resources and make strategic choices among these resources in order to achieve their social actions on a moment-by-moment basis. This article utilizes Sequential-Categorial Analysis, which combines Multimodal Conversation Analysis and Membership Categorisation Analysis, in its analysis of classroom video recordings of vocabulary instruction in a beginner-level adult English-for-Speakers-of-Other-Languages classroom in order to demonstrate our argument.
从跨语言视角观察教师在ESOL课堂中的互动能力
摘要多语言语境下的跨语言实践研究探讨了跨语言如何突出社会互动的多语言和多元文化性质及其在超越既定规范和界限方面的变革性质。本文旨在通过将互动能力与译语的概念联系起来,并强调以动态和综合的方式积极部署多种语言,符号学和社会文化资源,从而提供另一种观点。我们主张扩展互动能力的概念,因为我们认为,译语是利用说话者的互动能力来构建新的语言实践配置以达到交际目的的实践。这种概念化强化了作为一种局部涌现现象和共同完成的社会行动的意义生成过程。它还将共同构建社会互动的过程概念化为一个跨语言的过程,在这个过程中,互动者需要寻找可用的多语言和多模态资源,并在这些资源中做出战略性选择,以便在每个时刻实现他们的社会行动。本文运用序类分析方法,结合多模态会话分析和隶属度分类分析,对一个初级成人英语课堂的词汇教学录像进行了分析,以证明我们的观点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.20
自引率
7.70%
发文量
81
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