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.
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.
Produktdetails
Produktdetails
Qualitative and Visual Methodologies in Educational Research
Kevin W. H. Tai is Assistant Professor of English Language Education at the Faculty of Education in The University of Hong Kong and an Honorary Research Fellow at IOE, UCL's Faculty of Education and Society in University College London (UCL), UK. He is Associate Editor of The Language Learning Journal and Assistant Editor of the International Journal of Bilingual Education and Bilingualism. 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.
Inhaltsangabe
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 Secondary English Medium Instruction Classrooms in Hong Kong 6. Conclusion 7. Appendix: Multimodal Conversation Analysis Transcription Conventions
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 Secondary English Medium Instruction Classrooms in Hong Kong 6. Conclusion 7. Appendix: Multimodal Conversation Analysis Transcription Conventions
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