Turn-taking in multilingual classroom interaction

  • Brian Ramadiro University of Fort Hare

Abstract

This paper takes a conversational analysis (CA) or sequential approach to multilingualism to document and analyse classroom participation structures created by specific types of turn-taking and languaging practices. The setting was selected Grade 6 to 9 English language and English-medium content lessons in rural classrooms in the Eastern Cape. Three named language varieties are used in these classrooms, i.e., isiMpondo, isiXhosa and English. The study identified five turn-taking patterns, described their features, and analysed their functions. The research finds that (i) turn-taking types and the varieties through which they are implemented are valued differently in a classroom setting from the way they would be valued in an everyday setting, and (ii) that classroom turn-taking and language use are shaped by broader institutional factors, such as institutional goals and participants’ roles, rather than turn-by-turn sequential factors, as hypothesised by a CA approach to multilingual interaction. The paper concludes by presenting a summary of the study’s conclusions and findings and a discussion of the implications of the findings for a CA/sequential approach to bi- or multilingual talking in classroom interaction.

Downloads

Download data is not yet available.

Author Biography

Brian Ramadiro, University of Fort Hare
Brian Ramadiro teaches language and literacy in the Faculty of Education, University of Fort Hare. His main research interests are bi/multilingualism and designing, implementing and researching literacy interventions. Email address: bramadiro@ufh.ac.za
Published
2023-08-14
Section
Articles