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Bilingual lexical interillumination in the foreign language classroom
Örebro University, School of Humanities, Education and Social Sciences.
2010 (English)In: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 23, no 3, p. 199-218Article in journal (Refereed) Published
Abstract [en]

Foreign language (FL) education has been marked by a monolingual principle that has favoured 'intralingual' methodologies. Bakhtin's view of language interillumination - that languages throw light on each other - challenges such language teaching practices radically. Using conversation analysis methods, this article examines transcripts of interactional sequences from one eighth-grade French lesson for evidence of reciprocal lexical elucidation. Analysis suggests that participants accomplish interillumination by constructing frameworks of corresponding sets of French and Swedish lexical items which support interlingual exploration and participant (re)orientation to the words in relation to each other. Understanding foreign and familiar words is enhanced by bilingual countering which enables students to fit an unknown or unclear utterance meaningfully into their semantic networks. Patterns of interlingual contact and coordination, indeed bilingual interaction, serve sense-making processes and challenge the privileging or the subordination of any one language in language learning.

Place, publisher, year, edition, pages
2010. Vol. 23, no 3, p. 199-218
Keywords [en]
foreign language, conversational analysis, interillumination, counter word
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-12824DOI: 10.1080/07908318.2010.515994ISI: 000283881000004OAI: oai:DiVA.org:oru-12824DiVA, id: diva2:385226
Available from: 2011-01-11 Created: 2011-01-03 Last updated: 2017-12-11Bibliographically approved
In thesis
1. Approaching classroom interaction dialogically: studies of everyday encounters in a 'bilingual' secondary school
Open this publication in new window or tab >>Approaching classroom interaction dialogically: studies of everyday encounters in a 'bilingual' secondary school
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis approaches classroom interaction in association with Bakhtin and conversation analysis (CA). The four studies presented in this thesis seek to highlight different aspects of classroom interactional encounters between the students and teachers of a secondary school class. Through these studies, the thesis addresses the following challenges: How can analysts account for ‘multilingual’ communicative practices in a way which respects the views and orientations of the participants? How may dialogism be relevant for classroom interaction? How can we move beyond the representational (in)sufficiency of an oral language focus on (classroom) communication for analysis of human meaning making practices?

The studies arise from ethnographic fieldwork at an independent secondary school with a ‘bilingual’ educational profile where data of everyday instructional life was generated through participant observation and video recordings. Methodologically, the studies have been enabled by Bakhtinian concepts and conversation analytic conventions amplified for analysis of the complex range of modalities composing classroom interaction.

Study 1 examines the way participants’ use of two (or more) languages in a ‘foreign’ language classroom throw light on each other in processes of lexical orientation which challenge the privileging or the subordination of any one language in language learning. Study 2 demonstrates the consequences for understanding the participants’ sense-making efforts of making representationally (in)visible integral aspects of their multimodal cooperations. Study 3 focuses on whole-class task instructions as interactionally complex by showing some of the mutual orientations through which teacher and students coordinate each other’s stances and consequently craft instructions collaboratively. Study 4 examines the concept of languaging critically in the light of Bakhtin’s penetrating perception of the utterance and underscores that while we may be able to language when communicating, we are also languaged communicators.

Place, publisher, year, edition, pages
Örebro: Örebro university, 2014. p. 111
Series
Örebro Studies in Education, ISSN 1404-9570 ; 46
Keywords
classroom interaction, dialogism, conversation analysis, interillumination, addressivity, counter word, languaging
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-34591 (URN)978-91-7529-021-8 (ISBN)
Public defence
2014-05-20, Prismahuset, Hörsal 2, Örebro universitet, Fakultetsgatan 1, Örebro, 13:15 (English)
Opponent
Supervisors
Funder
Swedish Research Council
Note

The research is a part of Swedish Research Council project LISA-21

Available from: 2014-04-07 Created: 2014-04-07 Last updated: 2017-10-17Bibliographically approved

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St John, Oliver

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  • apa
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