Multimodal Conversation Analysis and Interpretative Phenomenological Analysis: A Methodological Framework for Researching Translanguaging in Multilingual Classrooms

✍ Scribed by Kevin W. H. Tai

• Publisher: Routledge
• Year: 2023
• Tongue: English
• Leaves: 125
• Series: Qualitative and Visual Methodologies in Educational Research
• Category: Library

✦ Synopsis

This book presents the methodological framework of combining Multimodal Conversation Analysis (MCA) with Interpretative Phenomenological Analysis (IPA) to interpretively analyse translanguaging practices in educational contexts.

Beginning with an overview of the three uses of translanguaging—translanguaging as a theory of language, as a pedagogical practice, and as an analytical perspective—the book goes on to critically examine the different methodological approaches for analysing translanguaging practices in multilingual classroom interactions. It explains how MCA and IPA are useful methodologies for understanding how and why translanguaging practices are constructed by participants in the classroom and discusses types of data collected and data collection procedures. The author, Kevin W. H. Tai, shows how combining these approaches enables researchers to study how translanguaging practices are constructed in multilingual classrooms and how teachers make sense of their own translanguaging practices at particular moments of classroom interaction.

This detailed and concise guide is indispensable for students, practitioners, policymakers, and researchers from across the globe, particularly those working in the fields of applied linguistics and language education.

✦ Table of Contents

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of Illustration
Figures
Tables
List of Classroom Extracts
About the Author
Chapter 1: Introduction
1.1 Introduction
1.2 Different Types of Multilingual Education Programmes
1.3 The Structure of the Book
References
Chapter 2: Methodological Approaches in Researching Translanguaging in Multilingual Classroom Settings
2.1 Translanguaging: Transforming Boundaries
2.1.1 Translanguaging as a Pedagogical Practice
2.1.2 Translanguaging as a Theory of Language
2.1.2.1 The Sociocultural Perspective of Languaging
2.1.2.2 Ecological Psychology Perspective of Languaging
2.1.2.3 Translanguaging and Multimodality
2.1.2.4 Translanguaging and Multilingualism
2.1.2.5 Translanguaging Space
2.2 Guiding Principles of Classroom Translanguaging Research
2.3 Research Studies on Translanguaging in Multilingual Classroom Contexts
2.3.1 Using Interview Data Only to Explore Translanguaging in Multilingual Classrooms
2.3.2 Using Functional Discourse Analysis to Explore Translanguaging in Multilingual Classrooms
2.3.3 Using an Ethnographic Approach to Explore Translanguaging in Multilingual Classrooms
2.3.4 Using Mixed Methods to Explore Translanguaging in Multilingual Classroom
2.4 Summary
References
Chapter 3: Multimodal Conversation Analysis for Investigating the Process of Classroom Translanguaging
3.1 Multimodal Conversation Analysis
3.2 Basic Principles of Conversation Analysis
3.3 Key Interactional Features in Social Interactions
3.3.1 Adjacency Pairs
3.3.2 Turn-Taking
3.3.3 Repair
3.4 Data Analysis Procedures
3.4.1 Identifying Translanguaging Instances
3.4.2 Transcription of Classroom Interaction Data
3.4.3 Data Analysis
3.5 Research Studies on Using CA to Investigate Translanguaging in Multilingual Classrooms
3.6 Limitations in Using MCA Only in Investigating Classroom Translanguaging
3.7 Summary
References
Chapter 4: Interpretative Phenomenological Analysis for Investigating the Causes of Classroom Translanguaging
4.1 Interpretative Phenomenological Analysis
4.1.1 Phenomenology
4.1.2 Hermeneutics
4.1.3 Idiography
4.2 Data Collection and Analysis Procedures
4.3 Research Studies on Using IPA to Investigate Multilingual Practices in Classrooms
4.4 Limitations of Interpretative Phenomenological Analysis
4.5 Summary
References
Chapter 5: Triangulating Multimodal Conversation Analysis and Interpretative Phenomenological Analysis for Researching Classroom Translanguaging: Examples from Secondary English Medium Instruction Classrooms in Hong Kong
5.1 Translanguaging as an Analytical Perspective and Moment Analysis
5.2 Issues with Triangulating MCA Findings with IPA
5.3 Data Collection and Analysis Procedures: Combining MCA with IPA
5.4 Introduction of the ESRC-Funded Doctoral Project
5.5 Findings from the ESRC-Funded Doctoral Project
5.5.1 Constructing Playful Talk in an EMI Mathematics Classroom
Extract 1
5.5.2 Co-Learning in an EMI History Classroom
Extract 2
5.6 Concluding Remarks
5.6.1 Summary of the Main Themes
5.6.2 Reflexivity and Positionality of Myself as a Researcher
References
Chapter 6: Conclusion
6.1 Methodological Implications
6.2 Future Directions for Research in Applied Linguistics and Language Education
References
Appendix: Multimodal Conversation Analysis Transcription Conventions (Adapted from Jefferson, 2004, and Mondada, 2018)
Sequential and Timing Elements of the Interaction
Paralinguistic Elements of Interaction
Other Conventions
Index