Observing a teacher’s interactional competence in an ESOL classroom: a translanguaging perspective

Abstract Research on translanguaging practices in multilingual contexts has explored how highlights the and multicultural nature of social interactions its transformative transgressing established norms boundaries. This article aims to provide an alternative view interactional competence by connecting it notion emphasis active deployment multiple linguistic, semiotic, sociocultural resources a dynamic integrated way. We argue for extending as we suggest that is practice drawing speaker’s constructing new configurations language communicative purposes. Such conceptualization reinforces meaning-making process locally emergent phenomenon jointly accomplished action. It also conceptualizes undertaking co-constructing whereby interactants need seek out available multimodal make strategic choices among these order achieve their actions moment-by-moment basis. utilizes Sequential-Categorial Analysis, which combines Multimodal Conversation Analysis Membership Categorisation analysis classroom video recordings vocabulary instruction beginner-level adult English-for-Speakers-of-Other-Languages demonstrate our argument.