Difference between revisions of "Stoewer2018a"
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|Tag(s)=EMCA; Language alternation; Mother tongue instruction; Translation; Requests; English as a heritage language; Vocabulary | |Tag(s)=EMCA; Language alternation; Mother tongue instruction; Translation; Requests; English as a heritage language; Vocabulary | ||
|Key=Stoewer2018a | |Key=Stoewer2018a | ||
| + | |Publisher=John Benjamins | ||
|Year=2018 | |Year=2018 | ||
|Language=English | |Language=English | ||
| − | |Booktitle=Conversation Analysis and Language Alternation: Capturing | + | |Address=Amsterdam |
| − | |Pages= | + | |Booktitle=Conversation Analysis and Language Alternation: Capturing Transitions in the Classroom |
| + | |Pages=83–106 | ||
|URL=https://benjamins.com/catalog/pbns.295.05sto | |URL=https://benjamins.com/catalog/pbns.295.05sto | ||
| − | |DOI= | + | |DOI=10.1075/pbns.295.05sto |
|Abstract=The present chapter investigates teacher-initiated translation requests as spontaneous vocabulary teaching during English mother tongue instruction in Sweden. The collection-based analysis draws on a corpus of 30 hours (11 weeks) of video-recordings of compulsory school-age students. The analysis shows how the teacher routinely draws on the local availability of two shared languages to accomplish a variety of actions: to check students’ comprehension of topicalised vocabulary; to engage the entire cohort; to perform medium repair; and to prompt student production of the target language. The findings may be of relevance for numerous types of bi- and multilingual settings, where language alternation serves to augment the teaching and learning of languages as well as other subject matter. | |Abstract=The present chapter investigates teacher-initiated translation requests as spontaneous vocabulary teaching during English mother tongue instruction in Sweden. The collection-based analysis draws on a corpus of 30 hours (11 weeks) of video-recordings of compulsory school-age students. The analysis shows how the teacher routinely draws on the local availability of two shared languages to accomplish a variety of actions: to check students’ comprehension of topicalised vocabulary; to engage the entire cohort; to perform medium repair; and to prompt student production of the target language. The findings may be of relevance for numerous types of bi- and multilingual settings, where language alternation serves to augment the teaching and learning of languages as well as other subject matter. | ||
}} | }} | ||
Latest revision as of 01:42, 12 January 2020
| Stoewer2018a | |
|---|---|
| BibType | INCOLLECTION |
| Key | Stoewer2018a |
| Author(s) | Kirsten Stoewer |
| Title | What is it in Swedish? Translation requests as a resource for vocabulary explanation in English mother tongue instruction |
| Editor(s) | Anna Filipi, Numa Markee |
| Tag(s) | EMCA, Language alternation, Mother tongue instruction, Translation, Requests, English as a heritage language, Vocabulary |
| Publisher | John Benjamins |
| Year | 2018 |
| Language | English |
| City | Amsterdam |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 83–106 |
| URL | Link |
| DOI | 10.1075/pbns.295.05sto |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Conversation Analysis and Language Alternation: Capturing Transitions in the Classroom |
| Chapter | |
Abstract
The present chapter investigates teacher-initiated translation requests as spontaneous vocabulary teaching during English mother tongue instruction in Sweden. The collection-based analysis draws on a corpus of 30 hours (11 weeks) of video-recordings of compulsory school-age students. The analysis shows how the teacher routinely draws on the local availability of two shared languages to accomplish a variety of actions: to check students’ comprehension of topicalised vocabulary; to engage the entire cohort; to perform medium repair; and to prompt student production of the target language. The findings may be of relevance for numerous types of bi- and multilingual settings, where language alternation serves to augment the teaching and learning of languages as well as other subject matter.
Notes
