19. Classroom Discourse Analysis: A Focus on Communicative Repertoires

Rymes, Betsy

doi:10.21832/9781847692849-021

Cited by 156 publications

(94 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The video-recording was then transcribed and analyzed. The analysis followed the procedures of analyzing discourse for bilingual data (Rymes, 2010;Wei and Moyer, 2009) particularly using classroom discourse analysis technique (Rymes, 2010). First, the classroom events were identified.…”

Section: Methodsmentioning

confidence: 99%

To Translanguage or Not to Translanguage? the Multilingual Practice in an Indonesian Efl Classroom

Rasman

2018

Indonesian J. Appl. Linguist

View full text Add to dashboard Cite

Translanguaging, the use of learners' full linguistic repertoire in language learning, has recently been theorized as an effective pedagogical practice because it creates more learning opportunities for multilinguals. Despite the growing number of research on this topic, less attention has been paid on the actual use of translanguaging in the classroom. This study aims to fill this gap by investigating translanguaging practice in an EFL classroom in Indonesia where learners used their full repertoire (English, Indonesian, Javanese) to negotiate meaning in learner-learner interactions. Specifically, this research attempts to find out both the effectiveness and the challenges of applying translanguaging to promote learning. The data were collected from the video-recording of naturally-occuring interactions among junior high school students (14-15 years old) in an EFL classroom in Yogyakarta, Indonesia. The data were analyzed using discourse analysis technique and perceived using ecological approach to explain the dialectical relationship between local interaction and the wider socio-political context. The findings show that translanguaging could help learners to develop their multilingual competencies (including the English language). However, the different socio-politically constructed status of English, Indonesian, and Javanese is still prevalent among students and thus, it inhibits them from maximizing their full repertoire when learning English. Further pedagogical implications related to the translanguaging practice for teachers are also suggested in this article.

show abstract

Section: Methodsmentioning

confidence: 99%

To Translanguage or Not to Translanguage? the Multilingual Practice in an Indonesian Efl Classroom

Rasman

2018

Indonesian J. Appl. Linguist

View full text Add to dashboard Cite

show abstract

“…These are not easy questions, but become especially significant when we keep in mind that many young children are required to learn what is historically a colonizer's language, to the threat of their own rich cultural resources and communicative repertoires (Rymes, 2010). We can be grateful for the work of Marni Binder and others that help us continue these important conversations.…”

mentioning

confidence: 99%

Multimodality and Immigrant Children

Campano

Low

2011

Contemporary Issues in Early Childhood

View full text Add to dashboard Cite

This response to Marni Binder reflects upon two examples of (im)migrant children's artwork and challenges the dominant notion that (im)migration experiences -and their subsequent portrayals -can be fit into neat slots. The authors position multimodal composing opportunities as affording children a vital instrument for deploying their full semiotic repertoires to defy stereotypes and capture the complexities of experience.

show abstract

“…While Brockling et al (2011, as cited in Bye 2015 contend that "governmental strategies and patterns of resistance encounter and define each other," Sergei's comments indicate that their choices of language use are not interacting with state-level choices at all. Rather, these students make these choices based on their own communicative repertoire (Rymes 2010) and through their encounters with speakers of other languages in society. Andrei's prescient comments about the future of the Ukrainian government, uttered four years before the Russian invasion of Eastern Ukraine, lend further evidence of why state rule and individual resistance do not seem to intersect.…”

Section: Discussionmentioning

confidence: 99%

Acts of Negotiation: Governmentality and Medium of Instruction in an Eastern Ukrainian University

Goodman

2018

Anthropology & Edu Quarterly

View full text Add to dashboard Cite

This study investigates language policy and language choices at a university in Ukraine, a country of evolving national governance and shifting language policy. Ethnographic data interpreted through the lenses of governmentality, language planning and policy, and conversation analysis show that (1) the institution rather than the national government is at the center of language planning and policy and (2) language choices are negotiations of alignment between a collective Ukrainian identity and individual preferences or abilities. [English as a medium of instruction; governmentality; Ukraine; university; Russian]

show abstract

19. Classroom Discourse Analysis: A Focus on Communicative Repertoires

Cited by 156 publications

References 0 publications

To Translanguage or Not to Translanguage? the Multilingual Practice in an Indonesian Efl Classroom

To Translanguage or Not to Translanguage? the Multilingual Practice in an Indonesian Efl Classroom

Multimodality and Immigrant Children

Acts of Negotiation: Governmentality and Medium of Instruction in an Eastern Ukrainian University

Contact Info

Product

Resources

About