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Dergiler / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2018 / Cilt: 33 - Sayı: Özel Sayı

Doing English-Only Instructions: A Multimodal Account of Bilingual Bangladeshi Classrooms

Rizwan-Ul HUQ
Sayfa
278–297
Yayın Tarihi
2022-10-19
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

These findings therefore contribute to the existing literature on language policy-in-practice and language alternation in bilingual classrooms

📌 3 Maddede Bu Makale

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Amaç & Hipotez:The research reported here is part of a broader research project on bilingual Bangladeshi ESL schools.
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Temel Bulgular & Veri:To do so, it uses the distinction between medium of instruction and medium of interaction, introduced by Bonacina & Gafaranga (2011), to examine how participants to instructional exchanges orient their actions to the language policy as well as to locally emerging interactional challenges.
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Sonuç & Katkı:These findings therefore contribute to the existing literature on language policy-in-practice and language alternation in bilingual classrooms
🔬Tür:Araştırma Makalesi
📍Kapsam:2011 Verileri
⚙️Değişkenler:Alan Parametreleri

Abstract

The research reported here is part of a broader research project on bilingual Bangladeshi ESL schools. The study seeks to find out how a prescribed language policy that is operating at the school informs classroom instruction. To do so, it uses the distinction between medium of instruction and medium of interaction, introduced by Bonacina & Gafaranga (2011), to examine how participants to instructional exchanges orient their actions to the language policy as well as to locally emerging interactional challenges. Through multimodal conversation analysis the study shows how participants sustain, suppress or even overlook the medium of instruction in the service of doing instruction. These findings therefore contribute to the existing literature on language policy-in-practice and language alternation in bilingual classrooms

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Bu Makaleye Atıf Yap

HUQ, R. (2022). Doing English-Only Instructions: A Multimodal Account of Bilingual Bangladeshi Classrooms. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 33 - Sayı: Özel Sayı, 278–297. https://ajindex.com/articles/531674

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Kaynakça (9)

  1. Amir, A. (2013a). Doing Language Policy: A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classrooms. (Phd), Linköping University, Linköping. (597) Amir, A. (2013b). Self-policing in the English as a foreign language classroom. Novitas-ROYAL (Research on Youth and Language), 7(2), 84-105.
  2. Amir, A., & Musk, N. (2013). Language policing: micro-level language policy-in-process in the foreign language classroom. Classroom Discourse, 4(2), 151-167.
  3. Amir, A., & Musk, N. (2014). Pupils doing language policy: Micro-interactional insights from the English as a foreign language classroom. Apples-Journal of Applied Language Studies, 8(2), 93-113.
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