Classroom interaction in an online context: A translanguaging informed conversation analysis perspective

ATAR C., Rafi A. S. M.

International Journal of Educational Development, vol.105, 2024 (SSCI) identifier

  • Publication Type: Article / Article
  • Volume: 105
  • Publication Date: 2024
  • Doi Number: 10.1016/j.ijedudev.2023.102970
  • Journal Name: International Journal of Educational Development
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, Periodicals Index Online, Business Source Elite, Business Source Premier, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), Index Islamicus, Linguistics & Language Behavior Abstracts, Public Affairs Index
  • Keywords: Bilingual education, Classroom interaction, Conversation analysis, Translanguaging pedagogy
  • Yıldız Technical University Affiliated: Yes


This study aims to investigate the mode-divergent practices of pre-service teachers in an online context. Firstly, 16 h of classroom interaction is analyzed via Conversation Analysis utilizing the Classroom Interactional Competence framework. Then, the translanguaging pedagogy perspective complements this analysis by focusing on linguistic, social, and psychological aspects. The conversation-analytical findings demonstrate the failures in constructive alignment, and an inordinate amount of wasted time with no satisfying results has been observed. It is shown that translanguaging pedagogy may support the creative, critical, and strategic utilization of bilingual students' entire repertoires in classroom practices. Overall, the analysis demonstrates how translanguaging pedagogies can inform mode-divergent practices in classrooms by which teachers’ interactional competence may be improved.