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Leveraging mutually shared knowledge through translanguaging in EMI classrooms: combining multimodal conversation analysis with interpretative phenomenological analysis
16 references·0 citing·42 second hop
Leveraging mutually shared knowledge through translanguaging in EMI classrooms: combining multimodal conversation analysis with interpretative phenomenological analysis (2025)Leveraging mutually shared knowledge thro…English-Medium Instruction in Higher Education (2022)English-Medium Instruction in…Constructing Playful Talk through Translanguaging in English Medium Instruction Mathematics Classrooms (2020)Constructing Playful Talk thr…Multiple Temporalities of Language and Body in Interaction: Challenges for Transcribing Multimodality (2018)Multiple Temporalities of Lan…Translanguaging as a Practical Theory of Language (2017)Translanguaging as a Practica…The transformative limits of translanguaging (2017)The transformative limits of …Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain (2010)Moment Analysis and translang…Language use, and language policy and planning in Hong Kong (2010)Language use, and language po…Toward a Learning Behavior Tracking Methodology for CA-for-SLA (2007)Toward a Learning Behavior Tr…Sequence Organization in Interaction (2007)Sequence Organization in Inte…Glossary of transcript symbols with an introduction (2004)Glossary of transcript symbol…Communities of Practice (1998)Communities of PracticeBeyond the divide between cognition and discourse: Using interpretative phenomenological analysis in health psychology (1996)Beyond the divide between cog…Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms (1992)Funds of knowledge for teachi…Situated Learning (1991)Situated LearningMethodological Issues in Conversation Analysis1 (1990)Methodological Issues in Conv…A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction (1989)A Conceptual Framework for th…The Production of Space (1992)The Linguistic Repertoire Revisited (2012)The Location of Culture (2012)Clarifying translanguaging and deconstructing named languages: A perspective from linguistics (2015)Interpretative Phenomenological Analysis (2020)Generalized expectancies for internal versus external control of reinforcement. (1966)Learned helplessness in humans: Critique and reformulation. (1978)The Health Belief Model: A Decade Later (1984)An Organizing Framework for Collective Identity: Articulation and Significance of Multidimensionality. (2004)Giving voice and making sense in interpretative phenomenological analysis (2006)Reflecting on the development of interpretative phenomenological analysis and its contribution to qualitative research in psychology (2008)Rousing minds to life: teaching, learning, and schooling in social context (1989)Creating zones of possibilities: Combining social contexts for instruction (1990)Whose culture has capital? A critical race theory discussion of community cultural wealth (2005)Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education (2015)Implications for educational practice of the science of learning and development (2019)Ways with Words: Language, Life and Work in Communities and Classrooms (1984)Academic English: A Conceptual Framework (2003)The Grammar of History: Enhancing Content-Based Instruction through a Functional Focus on Language (2004)Balancing Content and Language in Instruction: The Experience of Immersion Teachers (2012)ASPECTS OF THE THEORY OF SYNTAX (1964)Outline of a Theory of Practice (1977)Outline of a Theory of Practice. (1980)Translanguaging and Literacies (2019)Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto (2021)Not a First Language but One Repertoire: Translanguaging as a Decolonizing Project (2022)Structures of Social Action (1985)Hand and mind: what gestures reveal about thought (1993)Gesture Visible Action as Utterance (2004)Contemporary issues in conversation analysis: Embodiment and materiality, multimodality and multisensoriality in social interaction (2019)Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students (2021)Moving forward with membership categorization analysis: Methods for systematic analysis (2012)Qualitative content analysis: theoretical foundation, basic procedures and software solution (2014)The local constitution of multimodal resources for social interaction (2014)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Clusters and knowledge: local buzz, global pipelines and the process of knowledge creation (2004)Problem-Based Learning: What and How Do Students Learn? (2004)What video games have to teach us about learning and literacy (2003)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)Mobilizing Response (2010)Epistemics in Action: Action Formation and Territories of Knowledge (2012)The Epistemic Engine: Sequence Organization and Territories of Knowledge (2012)
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References

  • 1991Situated Learning33,773 cited
  • 1998Communities of Practice23,452 cited
  • 1992Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms7,330 cited
  • 2004Glossary of transcript symbols with an introduction4,992 cited
  • 2007Sequence Organization in Interaction4,715 cited
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  • 2007Toward a Learning Behavior Tracking Methodology for CA-for-SLA320 cited
  • 1990Methodological Issues in Conversation Analysis1189 cited
  • 2010Language use, and language policy and planning in Hong Kong188 cited
  • 2020Constructing Playful Talk through Translanguaging in English Medium Instruction Mathematics Classrooms

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178 cited
  • 2022English-Medium Instruction in Higher Education164 cited
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