Burdelski2025
| Burdelski2025 | |
|---|---|
| BibType | ARTICLE |
| Key | Burdelski2025 |
| Author(s) | Matthew Burdelski |
| Title | Translanguaging in the transitions: Bilingual peer interaction in an “English-only” classroom |
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| Tag(s) | EMCA, Bilingual interaction, English as a second language (ESL), heteroglossia, Japanese, translanguaging |
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| Year | 2025 |
| Language | English |
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| Journal | Discourse Studies |
| Volume | 27 |
| Number | 6 |
| Pages | 1003–1025 |
| URL | Link |
| DOI | 10.1177/14614456251374250 |
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Abstract
This paper explores bilingual peer interaction during classroom activity transitions—defined as unstructured temporal and spatial configurations between scheduled lessons or other activities. Drawing on audiovisual recordings from a first-grade (Grade 1) “English-only” classroom in Japan, the study employs multimodal conversation analysis (CA) to examine how children mobilize two languages (Japanese and English) along with a range of multimodal resources to engage in (i) improvised performances and (ii) imaginary play with objects. The analysis shows that these transitional moments serve as a vehicle through which children perform heteroglossia and create a “translanguaging space.” In doing so, they display their bilingual competence, challenge the “English-only” language policy, reproduce and transform the classroom’s moral order, and socialize peers—thereby constituting the bilingual peer group. Data are in Japanese and English.
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