The Patterning of Language Alternation in a Greek Supplementary School

Abstract

This paper reports on the findings of a research project that explored language alternation patterns in a Greek supplementary school. Classroom interactions between bilingual in Greek and English pupils and the teacher were transcribed and then analysed based on Auer (1984, 2000) and Gafaranga’s (1999, 2000, 2007) conversation analytic model. The key findings revealed that different organisational patterns of language alternation correspond to different functions. When the main purpose of interaction was language practice, the interlocutors adopted the Greek monolingual medium, whereas when language alternation was used for the establishment of interpersonal relations, the speakers adopted the bilingual medium.

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