Displays of co-constructed content knowledge using translanguaging in breakout and main sessions of online EMI classrooms

Date

2024-02-01

Author

Bozbıyık, Merve
Balaman, Ufuk
Işık Güler, Hale

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

112
views

0
downloads

Cite This

There is a growing research interest in the dynamics of English Medium Instruction (EMI) university classroominteractions in non-Anglophone contexts. In the present study, we track the procedural unfolding of contentknowledge co-construction across multiple online activities in an online EMI university classroom. Using MultimodalConversation Analysis to examine the screen recordings of an undergraduate course on Educational Sciencesat a state EMI university in Türkiye, we show how translanguaging plays a central role in enabling the participants’displays of content knowledge by deploying multilingual (English, Turkish, the focal EMI universityjargon) and multimodal (i.e., coordinating verbal and multimodal materials on the screen) resources across fourphases of the online class, namely (i) lecturer talk, (ii) pre-task, (iii) task engagement in breakout rooms, and (iv)sharing outputs in the main room. The study brings implications for higher education EMI classroom interactionsby describing the multilingual, multifaceted, multimodal, and sequential organization of screen-recorded onlineenvironments

URI

https://hdl.handle.net/11511/108681

Collections

Department of Foreign Language Education, Article