Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-05T14:46:41.426Z Has data issue: false hasContentIssue false

12 - Development of Shared Multilingual Resources in ELF Dyadic Interaction

A Longitudinal Case Study

from Part II - Zooming in on ELF

Published online by Cambridge University Press:  17 December 2020

By
Aki Siegel
Edited by
Anna Mauranen  and
Svetlana Vetchinnikova
Anna Mauranen
Affiliation:
University of Helsinki
Svetlana Vetchinnikova
Affiliation:
University of Helsinki
Get access

Summary

Accumulating studies have shown that ELF interaction can be multilingual, especially through the use of code-switching (e.g. Mauranen 2014, Cogo 2017). Research has also found that ELF-focused interactions can develop into multilingual interactions over time (Kalocsai 2009, Smit 2010). However, studies have yet to examine how such changes occur between two speakers and how the changes can be observed at the discourse level. Longitudinal video recordings of conversations between two participants were analysed using conversation analysis and the framework of epistemics. Detailed analyses of word search sequences demonstrated a gradual change in the speakers’ self-and-other positioning of knowing a code-switched word. The data also displayed emergent use of an interlocutor’s L1 that was not used in earlier recordings. Findings suggest that non-English words can be gradually introduced into ELF interactions over time as speakers learn each other’s L1s, and the development is recognized by the interlocutors.

Keywords

multilingualcode-switchingword searchconversation analysislongitudinal case studyepistemics
Type
Chapter
Information
Language Change
The Impact of English as a Lingua Franca
 , pp. 311 - 335
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Archibald, Alasdair, Cogo, Alessia & Jenkins, Jennifer. 2011. Latest Trends in ELF Research. Newcastle upon Tyne: Cambridge Scholars Publishing.Google Scholar
Auer, Peter. 1984. Bilingual Conversation. Amsterdam & Philadelphia: John Benjamins.Google Scholar
Auer, Peter. 1998. Code-Switching in Conversation: Language, Interaction and Identity. London & New York: Routledge.Google Scholar
Brouwer, Catherine E. 2003. Word searches in NNS–NS interaction: Opportunities for language learning? The Modern Language Journal 87(4), 534–545. doi: 10.1111/1540-4781.00206.Google Scholar
Brouwer, Catherine E. 2004. Doing pronunciation: A specific type of repair sequence. In Gardner, Rod & Wagner, Johannes (eds.), Second Language Conversations, 93–113. London: Continuum.Google Scholar
Brouwer, Catherine E. & Wagner, Johannes. 2004. Developmental issues in second language conversation. Journal of Applied Linguistics 1(1), 30–47.Google Scholar
Burch, Alfred R. 2014. Pursuing information: A conversation analytic perspective on communication strategies. Language Learning 64(3), 651–684.Google Scholar
Cogo, Alessia. 2009. Accommodating difference in ELF conversations: A study of pragmatic strategies. In Mauranen, Anna & Ranta, Elina E. (eds.), English as a Lingua Franca: Studies and Findings, 254–273. Newcastle upon Tyne: Cambridge Scholars Publishing.Google Scholar
Cogo, Alessia. 2010. Strategic use and perceptions of English as a Lingua Franca. Poznań Studies in Contemporary Linguistics 46(3), 295–312. doi: 10.2478/v10010-010-0013-7.CrossRefGoogle Scholar
Cogo, Alessia. 2012. ELF and super-diversity: A case study of ELF multilingual practices from a business context. Journal of English as a Lingua Franca 1(2), 287–313. doi:10.1515/jelf-2012-0020.CrossRefGoogle Scholar
Cogo, Alessia. 2017. ELF and multilingualism. In Jenkins, Jennifer, Baker, Will & Dewey, Martin (eds.), The Routledge Handbook of English as a Lingua Franca, 357–368. London, New York: Routledge.CrossRefGoogle Scholar
Cogo, Alessia & Dewey, Martin. 2012. Analysing English as a Lingua Franca: A Corpus-Driven Investigation. London: Continuum.Google Scholar
Dings, Abby. 2014. Interactional competence and the development of alignment activity. The Modern Language Journal 98(3), 742–756. doi: 10.1111/modl.12120.Google Scholar
Drew, Paul. 1995. Conversation analysis. In Smith, Jonathan A., Hareé, Rom & van Langenhove, Luk (eds.), Rethinking Methods in Psychology, 64–79. London: Sage Publications.Google Scholar
Drew, Paul. 1997. "Open" class repair initiators in response to sequential sources of troubles in conversation. Journal of Pragmatics 28(1), 69–101.Google Scholar
Funayama, Izumi. 2002. Word-searches in cross-linguistic settings: Teaching-learning collaboration between native and non-native speakers. Crossroads of Language, Interaction, and Culture 4, 33–57.Google Scholar
Goodwin, Marjorie Harness. 1983. Searching for a word as an interactive activity. In Deely, John N. & Lenhart, Margot D. (eds.), Semiotics, 129–137. New York: Plenum.Google Scholar
Goodwin, Marjorie Harness & Goodwin, Charles. 1986. Gesture and coparticipation in the activity of searching for a word. Semiotica 62(1/2), 51–75.Google Scholar
Greer, Tim. 2008. Accomplishing difference in bilingual interaction: Translation as backwards-oriented medium repair. Multilingua-Journal of Cross-Cultural and Interlanguage Communication 27(1–2), 99–127.Google Scholar
Greer, Tim. 2013. Word search sequences in bilingual interaction: Codeswitching and embodied orientation toward shifting participant constellations. Journal of Pragmatics 57, 100–117.CrossRefGoogle Scholar
Hauser, Eric. 2013. Stability and change in one adult's second language English negation. Language Learning 63(3), 463–498. doi: 10.1111/lang.12012.Google Scholar
Hellermann, John. 2006. Classroom interactive practices for developing L2 literacy: A microethnographic study of two beginning adult learners of English. Applied Linguistics 27(3), 377–404.Google Scholar
Hellermann, John. 2007. The development of practices for action in classroom dyadic interaction: Focus on task openings. The Modern Language Journal 91(1), 83–96.Google Scholar
Hellermann, John. 2009. Looking for evidence of language learning in practices for repair: A case study of self-initiated self-repair by an adult learner of English. Scandinavian Journal of Educational Research 53(2), 113–132.Google Scholar
Hellermann, John. 2011. Members' methods, members' competencies: Looking for evidence of language learning in longitudinal investigations of other-initiated repair. In Hall, Joan Kelly, Hellermann, John & Doehler, Simona Pekarek (eds.), L2 Interactional Competence and Development, 147–172. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Hellermann, John & Cole, Elizabeth. 2008. Practices for social interaction in the language-learning classroom: Disengagements from dyadic task Interaction. Applied Linguistics 30(2), 186–215.Google Scholar
Heritage, John. 2012a. The epistemic engine: Sequence organization and territories of knowledge. Research on Language and Social Interaction 45(1), 30–52.Google Scholar
Heritage, John. 2012b. Epistemics in action: Action formation and territories of knowledge. Research on Language and Social Interaction 45(1), 1–29.Google Scholar
Hosoda, Yuri. 2006. Repair and relevance of differential language expertise in second language conversations. Applied Linguistics 27(1), 25–50. doi: 10.1093/applin/ami022.Google Scholar
House, Juliane. 2016. Own-language use in academic discourse in English as a lingua franca. In Murata, Kumiko (ed.), Exploring ELF in Japanese Academic and Business Contexts, 59–70. London: Routledge.Google Scholar
Hülmbauer, Cornelia. 2009. “We don’t take the right way. We just take the way that we think you will understand” – The shifting relationship between correctness and effectiveness in ELF. In Mauranen, Anna & Ranta, Elina E. (eds.), English as a Lingua Franca: Studies and Findings, 323–347. Newcastle upon Tyne: Cambridge Scholars Publishing.Google Scholar
Huth, Thorsten. 2006. Negotiating structure and culture: L2 learners’ realization of L2 compliment-response sequences in talk-in-interaction. Journal of Pragmatics 38(12), 2025–2050.Google Scholar
Hynninen, Niina, Pietikäinen, Kaisa S. & Vetchinnikova, Svetlana. 2017. Multilingualism in English as a Lingua Franca: Flagging as an indicator of perceived acceptability and intelligibility. In Nurmi, Arja, Rütten, Tanja & Pahta, Päivi (eds.), Challenging the Myth of Monolingual Corpora, 95–126. Leiden: Brill.Google Scholar
Ishida, Midori. 2009. Development of interactional competence: Changes in the use of ne in L2 Japanese during study abroad. In Nguyen, Hanh Thi & Kasper, Gabriele (eds.), Talk-in-Interaction: Multilingual Perspectives, 351–385. Honolulu: National Foreign Language Resource Center, University of Hawaii at Manoa.Google Scholar
Ishida, Midori. 2011. Engaging in another person's telling as a recipient in L2 Japanese: Development of interactional competence during one-year study abroad. In Pallotti, Gabriele & Wagner, Johannes (eds.), L2 Learning as Social Practice: Conversation-Analytic Perspectives, 45–86. Honolulu: National Foreign Language Resource Center, University of Hawaii at Manoa.Google Scholar
Jefferson, Gail. 1972. Side sequences. In Sudnow, David (ed.), Studies in Social Interaction, 294–338. New York: The Free Press.Google Scholar
Jefferson, Gail. 2004. Glossary of transcript symbols with an introduction. In Lerner, Gene H. (ed.), Conversation Analysis: Studies from the First Generation, 13–23. Philadelphia: John Benjamins.Google Scholar
Jenkins, Jennifer. 2015. Repositioning English and multilingualism in English as a lingua franca. Englishes in Practice 2(3), 49–85.Google Scholar
Kalocsai, Karolina. 2009. Erasmus exchange students: A behind-the-scenes view into an ELF community of practice. Apples – Journal of Applied Language Studies 3(1), 25–49.Google Scholar
Kalocsai, Karolina. 2011. The show of interpersonal involvement and the building of rapport in an ELF community of practice. In Archibald, Alasdair, Cogo, Alessia & Jenkins, Jennifer (eds.), Latest Trends in English as a Lingua Franca Research, 113–138. Newcastle upon Tyne: Cambridge Scholars Publishing.Google Scholar
Kamio, Akio. 1994. The theory of territory of information: The case of Japanese. Journal of Pragmatics 21(1), 67–100.Google Scholar
Kamio, Akio. 1997. Territory of Information. Vol. 48. Amsterdam: John Benjamins.Google Scholar
Kärkkäinen, Elise. 2003. Epistemic Stance in English Conversation, Pragmatics and Beyond New Series. Amsterdam & Philadelphia: John Benjamins.Google Scholar
Klimpfinger, Theresa. 2007. “Mind you sometimes you have to mix” – The role of code-switching in English as a lingua franca. Vienna English Working Papers 16(2), 36–61.Google Scholar
Klimpfinger, Theresa. 2009. “She’s mixing the two languages together” – Forms and functions of code-switching in English as a Lingua Franca. In Mauranen, Anna & Ranta, Elina (eds.), English as a Lingua Franca: Studies and Findings, 348–371. Newcastle upon Tyne: Cambridge Scholars Publishing.Google Scholar
Kurhila, Salla. 2006. Second Language Interaction. Amsterdam; Philadelphia: John Benjamins.Google Scholar
Mauranen, Anna. 2012. Exploring ELF: Academic English Shaped by Non-Native Speakers. Cambridge: Cambridge University Press.Google Scholar
Mauranen, Anna. 2014. Lingua franca discourse in academic contexts: Shaped by complexity. In Flowerdew, John (ed.), Discourse in Context: Contemporary Applied Linguistics, 225–245. London: Bloomsbury Academic.Google Scholar
Mauranen, Anna & Mauko, Ida. 2019. ELF among multilingual practices in a trialingual university. In Jenkins, Jennifer & Mauranen, Anna (eds.), Linguistic Diversity on the EMI Campus: Insider Accounts of the Use of English and Other Languages in Universities within Asia, Australasia, and Europe. Abingdon & New York: Routledge.Google Scholar
Mazeland, Harrie & Zaman-Zadeh, Minna. 2004. The logic of clarification: Some observations about word-clarification repairs in Finnish-as-a-lingua-franca interactions. In Gardner, Rod & Wagner, Johannes (eds.), Second Language Conversations, 132–156. London: Continuum.Google Scholar
Mori, Junko & Hasegawa, Atsushi. 2009. Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events. IRAL – International Review of Applied Linguistics in Language Teaching 47(1), 65–94. doi: 10.1515/iral.2009.004.CrossRefGoogle Scholar
Pekarek Doehler, Simona & Pochon-Berger, Evelyne. 2011. Developing “methods” for interaction: A cross-sectional study of disagreement sequences in French L2. In Hall, Joan Kelly, Hellermann, John & Doehler, Simona Pekarek (eds.), L2 Interactional Competence and Development, 206–243. Bristol: Multilingual Matters.Google Scholar
Pietikäinen, Kaisa S. 2014. ELF couples and automatic code-switching. Journal of English as a lingua franca 3(1), 1–26.Google Scholar
Pietikäinen, Kaisa S. 2017. English as a Lingus Franca in Intercultural Relationships: Interaction, Identity, and Multilingual Practices of ELF Couples. Unpublished doctoral dissertation. Department of Modern Languages, University of Helsinki.Google Scholar
Pitzl, Marie-Luise. 2016. World Englishes and creative idioms in English as a lingua franca. World Englishes 35(2), 293–309. doi: 10.1111/weng.12196.Google Scholar
Pölzl, Ulrike. 2003. Signalling cultural identity: The use of L1/Ln in ELF. View [z]–Vienna English Working Papers 12(2), 3–23.Google Scholar
Poplack, Shana. 2001. Code-switching (linguistic). In Smelser, Neil J. and Baltes, Paul B. (eds.), International Encyclopedia of the Social and Behavioral Sciences, 2062–2065. Amsterdam: Elsevier Science.CrossRefGoogle Scholar
Raymond, Geoffrey & Heritage, John. 2006. The epistemics of social relations: Owning grandchildren. Language in Society 35(5), 677–705. doi: 10.1017/S0047404506060325.Google Scholar
Sacks, Harvey, Schegloff, Emanuel & Jefferson, Gail. 1974. A simplest systematics for the organization of turn-taking for conversation. Language 50(4), 696–735.Google Scholar
Schegloff, Emanuel. 1984. On some gestures’ relation to talk. In Maxwell Atkinson, J. & Heritage, John (eds.), Structures of Social Action: Studies in Conversation Analysis, 266–296. Cambridge: Cambridge University Press.Google Scholar
Schegloff, Emanuel, Jefferson, Gail & Sacks, Harvey. 1977. The preference for self-correction in the organization of repair in conversation. Language 53(2), 361–382.Google Scholar
Seedhouse, Paul. 2004. The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Malden: Blackwell.Google Scholar
Seidlhofer, Barbara. 2011. Understanding English as a Lingua Franca. Oxford: Oxford University Press.Google Scholar
Smit, Ute. 2010. English as a Lingua Franca in Higher education: A Longitudinal Study of Classroom Discourse. Vol. 2. Berlin: Walter de Gruyter.Google Scholar
Svennevig, Jan. 2008. Trying the easiest solution first in other-initiation of repair. Journal of Pragmatics 40(2), 333–348.Google Scholar
Watanabe, Aya. 2017. Developing L2 interactional competence: Increasing participation through self-selection in post-expansion sequences. Classroom Discourse 8(3), 271–293.Google Scholar
Young, Richard F. & Miller, Elizabeth R.. 2004. Learning as changing participation: Discourse roles in ESL writing conferences. The Modern Language Journal 88, 519–535.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×