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  • 1.
    Huq, Rizwan-ul
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Doing English-Only Instructions: A Multimodal Account of Bilingual Bangladeshi Classrooms2018In: Hacettepe University Journal of Education, E-ISSN 2536-4758, Vol. 33, p. 278-297Article in journal (Refereed)
    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. 

  • 2.
    Huq, Rizwan-ul
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Amir, Alia
    Malmö University, Sweden.
    WHEN THE TOKENS TALK: IRF AND THE POSITION OF ACKNOWLEDGEMENT TOKENS IN TEACHER-STUDENT TALK-IN-INTERACTION2015In: Novitas-ROYAL, ISSN 1307-4733, E-ISSN 1307-4733, Vol. 9, no 1, p. 60-76Article in journal (Refereed)
    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. 

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CiteExportLink to result list
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
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