Multimodal Conversation Analysis and Interpretative Phenomenological Analysis

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.

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.

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