Turn-taking in multilingual classroom interaction

This paper takes a conversational analysis (CA) or sequential approach to multilingualism document and analyse classroom participation structures created by specific types of turn-taking languaging practices. The setting was selected Grade 6 9 English language English-medium content lessons in rural classrooms the Eastern Cape. Three named varieties are used these classrooms, i.e., isiMpondo, isiXhosa English. study identified five patterns, described their features, analysed functions. research finds that (i) through which they implemented valued differently from way would be an everyday setting, (ii) use shaped broader institutional factors, such as goals participants’ roles, rather than turn-by-turn hypothesised CA multilingual interaction. concludes presenting summary study’s conclusions findings discussion implications for CA/sequential bi- talking