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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 51 1 Video-based interaction, negotiation for comprehensibility, and second language speech learning: a longitudinal study Saito, Kazuya; Akiyama, Y.. - : Wiley, 2017 BASE Show details 2 New orientations to identities in mobility Zhu, Hua. - : Routledge, 2017 BASE Show details 3 Spaces of consumption and senses of place: a geosemiotic analysis of three markets in Hong Kong Lou, Jackie Jia. - : Taylor & Francis, 2017 BASE Show details 4 Effects of sound, vocabulary and grammar learning aptitude on adult second language oral ability in foreign language classrooms Saito, Kazuya. - : Wiley, 2017 BASE Show details 5 Polish shop(ping) as translanguaging space Zhu, Hua; Li, Wei; Lyons, Agnieszka. - : Taylor & Frances, 2017 BASE Show details 6 Linguistic landscape and ethnographic fieldwork Lou, Jackie Jia. - : Routledge, 2017 BASE Show details 7 Historical and modern studies of code-switching: a tale of mutual enrichment Gardner-Chloros, Penelope. - : DeGruyter, 2017 BASE Show details 8 Accomplishing multilingual lessons: code-switching in South African rural classrooms Ramadiro, Brian. - 2017 Abstract: This study examines code-switching (CS) practices in South African rural classrooms. In particular, it studies isiXhosa, isiMpondo and English CS in Mpondoland. Its central question investigates whether or not a Conversation Analytic (CA) approach to bi/multilingual talk is a viable methodological and theoretical framework with which to explain classroom multilingualism in whole-class formats of interaction. The study examines CS practices in English Second Language (L2) and English L2-medium content lessons in two secondary schools. It draws primarily on close analysis of transcripts, but also on ethnographic knowledge of the setting, participant observation, teacher interviews, and quantitative techniques to explore the following questions: How is CS used to accomplish lessons? Can a CA approach explain observed CS practices? How is classroom bi/multilingual talk similar to and different from ordinary conversation? To what extent can observed practices be explained in terms of classroom type, viz., English-language vs. English L2-medium Social Science vs. English L2-medium Technology classroom? To what extent can patterns of CS be explained in terms of individual differences in teachers’ communicative styles and attitudes to CS? The study finds that lessons are accomplished in five patterns of language use, viz., separate/divergent bilingualism, convergent bilingualism, mixed/flexible multilingualism, isiXhosa-isiMpondo-only, and English-only. It concludes that although CA is a powerful approach for discovering how participants orient to different varieties used in classrooms and therefore for establishing what counts as language and CS in interaction, it is not, on its own, an adequate methodological and theoretical framework with which to explain what goes in multilingual classrooms. This is because the multilingual practices of classroom participants cannot be satisfactorily interpreted without reference to extra-sequential factors such as institutional goals, the roles of participants, and the broader sociolinguistic context in which their practices are embedded. Keyword: Applied Linguistics and Communication (to 2020) URL: https://eprints.bbk.ac.uk/id/eprint/40208/1/Brian%20Ramadiro%20-%20PhD%20%20Thesis%20-%20%20%20Final%20Draft%20-%2006%20December%202016.pdf https://eprints.bbk.ac.uk/id/eprint/40208/ http://vufind.lib.bbk.ac.uk/vufind/Record/562393 BASE Hide details 9 Lexical availability of young Spanish EFL learners: emotion words versus non-emotion words Jiménez Catalán, R.; Dewaele, Jean-Marc. - : Taylor & Francis, 2017 BASE Show details 10 Using listener judgments to investigate linguistic influences on L2 comprehensibility and accentedness: a validation and generalization study Saito, Kazuya; Trofimovich, Pavel; Isaacs, T.. - : Oxford Journals, 2017 BASE Show details 11 Linguistic correlates of comprehensibility in second language Japanese speech Akiyama, Y.; Saito, Kazuya. - : John Benjamins, 2017 BASE Show details 12 Raising multilingual children Festman, J.; Porch, G.; Dewaele, Jean-Marc. - : Multilingual Matters, 2017 BASE Show details 13 French late colonial rhetoric, "myth" and imperial reason Shipway, Martin. - : Manchester University Press, 2017 BASE Show details 14 The Arabic language and political ideology Aboelezz, Mariam. - : Routledge, 2017 BASE Show details 15 Bicultural identity orientation of immigrants to Canada Dewaele, Jean-Marc; Comanaru, Ruxandra; Noels, K.. - : Routledge, 2017 BASE Show details 16 A multilingual outlook: Can awareness-raising about multilingualism affect therapists’ practice? A mixed-method evaluation. Costa, B.; Dewaele, Jean-Marc; Kasap, Z.. - : Lancaster University, 2017 BASE Show details 17 Determinants of foreign language classroom anxiety in a Japanese EFL university classroom and its relationship to native language use by students Inada, Takako. - 2017 BASE Show details 18 Attitudes to LX speech : performance and status evaluations in group work McCloskey, James B.. - 2017 BASE Show details 19 ‘A voice from elsewhere’: acculturation, personality and migrants’ self-perceptions across languages and cultures Panicacci, Alessandra; Dewaele, Jean-Marc. - : Taylor and Francis, 2017 BASE Show details 20 “Leave no one behind”: linguistic and digital barriers to the dissemination and implementation of the United Nation’s Sustainable Development Goals McEntee-Atalianis, Lisa. - : John Benjamins Publishing, 2017 BASE Show details Page: 1 2 3

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