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“Critical diglossia” and “lifestyle diglossia”: development and the interaction between multilingualism, cultural diversityand English
In: International journal of the sociology of language. - Berlin ; Boston : Walter de Gruyter (2014) 225, 91-112
OLC Linguistik
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2
Multilingual resources in classroom interaction: ethnographic and discourse analytic perspectives
In: Language and education. - Abingdon : Routledge, Taylor & Francis Group 27 (2013) 4, 285-297
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3
Reified languages and scripts versus real literacy values and practices: insights from research with young bilinguals in an Islamic state
Saxena, Mukul. - : Routledge, 2011
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4
Reconceptualising teachers ́directive and supportive scaffolding in bilingual classrooms within the neo-Vygotskyan approach
In: Journal of applied linguistics and professional practice. - London : Equinox 7 (2010) 2, 163-184
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OLC Linguistik
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5
Contending with globalization in world Englishes
Saxena, Mukul (Hrsg.). - Bristol [u.a.] : Multilingual Matters, 2010
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6
Contending with globalization in world Englishes
Saxena, Mukul (Hrsg.). - Bristol [u.a.] : Multilingual Matters, 2010
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UB Frankfurt Linguistik
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7
Reconceptualising teachers’ directive and supportive scaffolding in bilingual classrooms within the neo-Vygotskyan approach
Saxena, Mukul. - : Equinox Publishing Ltd., 2010
Abstract: This paper reconceptualises ‘directive’ and ‘supportive’ scaffolding (Silliman and Wilkinson, 1994) within the wider neo-Vygotskyan literature to examine how these concepts could be operationalised through the triadic dialogues of IRE (initiate-response-evaluation) and IRF (initiate-response-feedback). This theoretical reconceptualisation is applied to classroom interaction in a multilingual context. The audio-recordings and transcripts of the teaching-learning events are drawn from a long-term research based in schools and communities in Brunei Darussalam, in Southeast Asia. The findings from the discussions with the class teachers, ethnographic observations of the socio-cultural contexts of the two selected classrooms, other similar classrooms and the wider society contribute towards explaining why the directive and supportive scaffolding occurs. This explanation points to the need for combining neo-Vygotskyan approach with the critical perspective for a better understanding of the micro-interaction in the bilingual classroom. It is concluded that micro-analyses of the classroom interaction alone do not provide the whole picture and a universal injunction to incorporate analyses of teachers’ talk cannot be the answer. The way forward is to draw on the linguistic ethnographic approach to study bilingual classrooms that should take into account the complex interaction between the micro-interaction in the classroom, the macro-level socio-cultural factors, as well as micro-interactional practices in the wider society.
Keyword: LB Theory and practice of education; P Philology. Linguistics
URL: http://www.equinoxpub.com/JALPP/article/view/10121
http://wrap.warwick.ac.uk/36932/
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8
Introduction
Saxena, Mukul; Omoniyi, Tope. - : Multilingual Matters, 2010
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9
Contending with globalization in world Englishes
Saxena, Mukul, 1956-; Omoniyi, Tope. - : Multilingual Matters, 2010
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10
Final reflections: globalization and world Englishes
Saxena, Mukul; Omoniyi, Tope. - : Multilingual Matters, 2010
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11
Construction & deconstruction of linguistic otherness: conflict & cooperative code-switching in (English/) bilingual classrooms
Saxena, Mukul. - : University of Waikato, 2009
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12
Socio-cultural hierarchy in the palace language of Brunei Darussalam
Saxena, Mukul; Chuchu, Fatimah binti Hj Awg. - : Universiti Brunei Darrussalam, 2009
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13
Ideology, policy and practice in bilingual classrooms: Brunei Darussalam
Saxena, Mukul. - : Springer, 2008
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14
Multilingual and multicultural identities in Brunei Darussalam
Saxena, Mukul. - : Lawrence Erlbaum, 2006
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15
Bilingual resources and 'funds of knowledge' for teaching and learning in multi-ethnic classrooms in Britain
In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 6 (2003) 3-4, 267-282
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16
Bilingual Resources and 'Funds of Knowledge' for Teaching and Learning in Multi-ethnic Classrooms in Britain
In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 6 (2003) 3-4, 267-282
OLC Linguistik
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17
Bilingual resources and ‘Funds of Knowledge’ for teaching and learning in multi-ethnic classrooms in Britain
Martin-Jones, Marilyn; Saxena, Mukul. - : Multilingual Matters, 2003
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18
Bilingual Resources and 'Funds of Knowledge' for Teaching and Learning in Multi-ethnic Classrooms in Britain
Martin-Jones, Marilyn; Saxena, Mukul. - : Taylor & Francis, 2003
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19
Investigating language maintenance & shift among non-indigenous minorities : age-grading and/or age-cohort analysis?
In: Methodological and analytical issues in language maintenance and language shift studies. - Frankfurt am Main [u.a.] : Lang (2002), 37-56
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20
Voices of authority : education and linguistic difference
Camilleri Grima, Antoinette (Mitarb.); Martin-Jones, Marilyn (Hrsg.); Bunyi, Grace (Mitarb.). - Westport, Conn. : Ablex Publishing Corp [u.a.], 2001
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UB Frankfurt Linguistik
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