Classroom interaction in an online context: A translanguaging informed conversation analysis perspective

Cihat Atar and Abu Saleh Mohammad Rafi

International Journal of Educational Development, 2024, vol. 105, issue C

Abstract: This study aims to investigate the mode-divergent practices of pre-service teachers in an online context. Firstly, 16 h of classroom interaction is analyzed via Conversation Analysis utilizing the Classroom Interactional Competence framework. Then, the translanguaging pedagogy perspective complements this analysis by focusing on linguistic, social, and psychological aspects. The conversation-analytical findings demonstrate the failures in constructive alignment, and an inordinate amount of wasted time with no satisfying results has been observed. It is shown that translanguaging pedagogy may support the creative, critical, and strategic utilization of bilingual students' entire repertoires in classroom practices. Overall, the analysis demonstrates how translanguaging pedagogies can inform mode-divergent practices in classrooms by which teachers’ interactional competence may be improved.

Keywords: Classroom interaction; Translanguaging pedagogy; Bilingual education; Conversation analysis (search for similar items in EconPapers)
Date: 2024
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0738059323002468
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:105:y:2024:i:c:s0738059323002468

DOI: 10.1016/j.ijedudev.2023.102970

Access Statistics for this article

International Journal of Educational Development is currently edited by Stephen P Heyneman

More articles in International Journal of Educational Development from Elsevier
Bibliographic data for series maintained by Catherine Liu ().