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This study employed pedagogic discourse theory (Bernstein, 1990) to investigate whether student participation was affected by teachers" translanguaging practices. The study employed qualitative research methods, including classroom observations and semi-structured interviews, to gather data on teachers" classroom practices in regards to their translanguaging practices. The data was then analysed via pedagogic discourse theory to ascertain how power and control within the translanguaging practices influenced student participation. Results suggest that teachers" translanguaging practices may improve students" ability to participate in class by improving student understanding of teacher talk. However, when teachers translanguage within IRF sequences, student participation appears to be limited to responses within the IRF sequences, suggesting students may struggle to gain any sense of control over the learning environment in such situations. Results therefore infer that translanguaging may not always provide space for the creative or critical thinking that is often discussed in translanguaging literature.

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Although commonly thought of as a monolingual nation, South Korea, under the influence of globalization, is in the midst of a change that could see this dominant monolingual discourse challenged. To reveal and understand this potential challenge, the current study uses the constructs of investment, capital, ideologies and identity to see how the ideology of neoliberalism has influenced the language learning identities of university students studying English in a single South Korean vocational university. This is done by taking into account the perspectives of both university instructors and university students. By employing narrative frame data collection methods, coupled with asynchronous interviewing techniques, the qualitative study reveals that the symbolic capital that English embodies for students is potentially changing how the language identities of these students should be understood. Such a change has a number of implications for English education within South Korea in terms of generalized designations such as EFL and non-native identity markers.

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