Multimodal Conversation Analysis and Interpretative Phenomenological Analysis
A Methodological Framework for Researching Translanguaging in Multilingual Classrooms
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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
1. Introduction 2. Methodological Approaches in Researching Translanguaging in Multilingual Classroom Settings 3. Multimodal Conversation Analysis for Investigating the Process of Classroom Translanguaging 4. Interpretative Phenomenological Analysis for Investigating the Causes of Classroom Translanguaging 5. Triangulating Multimodal Conversation Analysis and Interpretative Phenomenological Analysis for Researching Classroom Translanguaging: Examples from a Secondary English Medium Instruction Classroom in Hong Kong 6. Conclusion 7. Appendix
Kevin W. H. Tai is Assistant Professor of English Language Education at the Faculty of Education in The University of Hong Kong and Honorary Research Fellow at IOE, UCL’s Faculty of Education and Society in University College London (UCL), UK. He is Assistant Editor of the International Journal of Bilingual Education and Bilingualism and Associate Editor of The Language Learning Journal. He is a Fellow of the Royal Society of Arts (UK) and Associate Fellow of the Higher Education Academy (UK). His research interests include language education policy, classroom discourse, translanguaging in multilingual contexts and conversation analysis for second language acquisition.
"This volume is an accessible guide to Multimodal Conversation Analysis and Interpretative Phenomenological Analysis. It is conceptually coherent and analytically insightful. The combination of the two approaches offers a refreshing and practical way of examining the intricacies of translanguaging practices in diverse classroom contexts."
Professor Li Wei, Director and Dean, UCL Institute of Education, University College London
"This original research-based book explores vividly and insightfully the realities of English Medium Instruction (EMI) as practiced in Hong Kong secondary schools. Theoretically robust and clearly argued throughout, it succeeds in making a convincing case for the pedagogical, ethical and cultural validity of translanguaging in the EMI classroom. It is a major contribution to the Applied Linguistics literature."
Professor John Gray, Professor of Applied Linguistics and Education, University College London
"Kevin Tai’s book is a distinctive and original contribution to the literature on translanguaging in pedagogy. Bringing together multimodal conversation analysis (MCA) and Interpretative Phenomenological Analysis (IPA), Tai explores the complexities of multilingualism and translanguaging in EMI contexts in a wholly novel way. His methodological approach, and his examples from Hong Kong’s EMI classrooms, provide a roadmap for the study of multilingual interaction in linguistically diverse classrooms. I shall enthusiastically recommend his work to graduate students who are getting to grips with trans-orientations towards research into multilingual classroom practice."
Dr. James Simpson, Associate Professor, Division of Humanities, The Hong Kong University of Science and Technology