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Huq, Rizwan-ul
Publications (2 of 2) Show all publications
Huq, R.-u. (2018). Doing English-Only Instructions: A Multimodal Account of Bilingual Bangladeshi Classrooms. Hacettepe University Journal of Education, 33, 278-297
Open this publication in new window or tab >>Doing English-Only Instructions: A Multimodal Account of Bilingual Bangladeshi Classrooms
2018 (English)In: Hacettepe University Journal of Education, E-ISSN 2536-4758, Vol. 33, p. 278-297Article in journal (Refereed) Published
Abstract [en]

The research reported here is part of a broader research project on bilingual Bangladeshi ESL schools. The study seeks to find out how a prescribed language policy that is operating at the school informs classroom instruction. To do so, it uses the distinction between medium of instruction and medium of interaction, introduced by Bonacina & Gafaranga (2011), to examine how participants to instructional exchanges orient their actions to the language policy as well as to locally emerging interactional challenges. Through multimodal conversation analysis the study shows how participants sustain, suppress or even overlook the medium of instruction in the service of doing instruction. These findings therefore contribute to the existing literature on language policy-in-practice and language alternation in bilingual classrooms. 

Place, publisher, year, edition, pages
Turkey: Hacettepe University, 2018
Keywords
Bilingual Education, Multimodal Analysis, Language Alternation, Language Policy
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:liu:diva-147606 (URN)10.16986/HUJE.2018038807 (DOI)
Available from: 2018-04-26 Created: 2018-04-26 Last updated: 2018-05-03Bibliographically approved
Huq, R.-u. & Amir, A. (2015). WHEN THE TOKENS TALK: IRF AND THE POSITION OF ACKNOWLEDGEMENT TOKENS IN TEACHER-STUDENT TALK-IN-INTERACTION. Novitas-ROYAL, 9(1), 60-76
Open this publication in new window or tab >>WHEN THE TOKENS TALK: IRF AND THE POSITION OF ACKNOWLEDGEMENT TOKENS IN TEACHER-STUDENT TALK-IN-INTERACTION
2015 (English)In: Novitas-ROYAL, ISSN 1307-4733, E-ISSN 1307-4733, Vol. 9, no 1, p. 60-76Article in journal (Refereed) Published
Abstract [en]

In classroom settings, students` competence is regularly evaluated through a default practice named Initiation-Response-Feedback (IRF) or Initiation-Response-Evaluation (IRE). In the feedback or evaluation turn, the teacher normally uses acknowledgement tokens (such as uhm, yeah, okay). These tokens perform an active role of maintaining listenership as well as helping the speakers to buy the necessary time to prepare the right answers or expressions, especially in ‘response’ (R) turns. The aim of this paper is to study how the ‘acknowledgement tokens’ are placed within the framework of teacher-nominated IRF sequences and to explore the recognizable pattern of ‘okay’ responses within an IRF framework. The findings suggest an interesting distribution of these tokens, especially with the classifications of ‘strong acknowledgement tokens’ (such as: yeah or okay) and ‘passive recipiency tokens’ (such as: uhm, uhhm, or hmm). Moreover, the findings suggest that the usage of ‘ok’ responses invites further talk as well as an imminent closure. The findings of this study could be used to create a learner-friendly and inclusive classroom. 

Keywords
Conversation Analysis, classroom interaction, acknowledgement tokens, IRF
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-127604 (URN)
Available from: 2016-05-03 Created: 2016-05-03 Last updated: 2017-11-30Bibliographically approved
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