Skip to main content Accessibility help
×
Hostname: page-component-7d684dbfc8-rcw2t Total loading time: 0 Render date: 2023-10-01T19:59:20.365Z Has data issue: false Feature Flags: { "corePageComponentGetUserInfoFromSharedSession": true, "coreDisableEcommerce": false, "coreDisableSocialShare": false, "coreDisableEcommerceForArticlePurchase": false, "coreDisableEcommerceForBookPurchase": false, "coreDisableEcommerceForElementPurchase": false, "coreUseNewShare": true, "useRatesEcommerce": true } hasContentIssue false

Part V - Language Learning

Published online by Cambridge University Press:  29 September 2022

Istvan Kecskes
Affiliation:
State University of New York, Albany
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Aline, D. and Hosoda, Y. (2021). Deployment of the formulaic utterance “how about∼” in task-based second language classroom discussions. Intercultural Pragmatics, 18(4), 425446.CrossRefGoogle Scholar
Bachman, L. F. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.Google Scholar
Bardovi-Harlig, K. and Hartford, B. (eds.) (2005). Interlanguage Pragmatics: Exploring Institutional Talk. Mahwah, NJ: Lawrence Erlbaum.CrossRefGoogle Scholar
Barron, A. (2003). Acquisition in Interlanguage Pragmatics: Learning How to Do Things with Words in a Study Abroad Context. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Barron, A. (2019). Using corpus-linguistic methods to track longitudinal development: Routine apologies in the study abroad context. Journal of Pragmatics, 146, 87105.CrossRefGoogle Scholar
Bradley, M. M. and Lang, P. J. (1999). Affective Norms for English Words (ANEW): Instruction Manual and Affective Ratings: Technical Report C-1. The Center for Research in Psychophysiology, Florida: University of Florida.Google Scholar
Chang, W-L M. and Haugh, M. (2017). Intercultural communicative competence and emotion among second language learners of Chinese. In Kecskes, I. and Sun, C., eds., Key Issues in Chinese as a Second Language Research. New York: Routledge, pp. 267286.CrossRefGoogle Scholar
Citron, F. and Goldberg, A. (2014). Metaphorical sentences are more emotionally engaging than their literal counterparts. Journal of Cognitive Neuroscience, 26, 25852595.CrossRefGoogle ScholarPubMed
Citron, F., Güsten, J., Michaelis, N., and Goldberg, A. (2016a). Conventional metaphors in longer passages evoke affective brain response. NeuroImage, 139, 218230.CrossRefGoogle ScholarPubMed
Citron, F. M., Michaelis, N., and Goldberg, A. E. (2016b). Comprehension of conventional metaphors by second language speakers: Do they show the same degree of emotional engagement as natives do? Paper presented at the UK Cognitive Linguistics Conference (UK-CLC 2016). Bangor University, July 18–21, 2016.Google Scholar
Citron, F. and Zervos, E. (2018). A neuroimaging investigation into figurative language and aesthetic perception. In Baicchi, A., Digonnet, R., and Sandford, J., eds., Sensory Perceptions in Language, Embodiment and Epistemology. Cham: Springer, pp. 7794.CrossRefGoogle Scholar
de Saussure, L. and Wharton, T. (2019). La notion de pertinence au défi des effets émotionnels. TIPA: Travaux interdisciplinaires sur la parole et le langage, 35. http://journals.openedition.org/tipa/3068.Google Scholar
de Saussure, L. and Wharton, T. (2020). Relevance, effects and affect. International Review of Pragmatics, 12, 183205.CrossRefGoogle Scholar
Economidou-Kogetsidis, M. Soteriadou, L. and Taxitari, L. (2018). Developing pragmatic competence in an instructed setting: The effectiveness of pedagogical intervention in Greek EFL learners’ request production. L2 Journal e-scholarship, 10, 330.Google Scholar
Fajardo-Dack, T., Argudo, J., and Abad, M. (2020). The development of pragmatic competence in CLIL classrooms. Mextesol Journal, 44(3), 17.Google Scholar
Foolen, A. (2012). The relevance of emotions for language and linguistics. In Foolen, A., Ulrike M. Lüdtke, Timothy P. Racine, and Jordan Zlatev, eds., Moving Ourselves, Moving Others. Amsterdam: John Benjamins, pp. 349368.CrossRefGoogle Scholar
Foster-Cohen, S. H. (2004). Relevance theory, action theory and second language communication strategies. Second Language Research, 20(3), 289302.CrossRefGoogle Scholar
Grice, P. (1989). Studies in the Way of Words. Cambridge, MA: Harvard University Press.Google Scholar
Hall, E. T. (1959). The Silent Language. New York: Doubleday.Google Scholar
Hamilton, H. (2008). Narrative as snapshot: Glimpses into the past in Alzheimer’s discourse. Narrative Inquiry, 18(1), 5382.CrossRefGoogle Scholar
Hamilton, H. (2020). Pragmatics and dementia. In Schneider, K. and Ifantidou, E., eds., Developmental and Clinical Pragmatics. Berlin: De Gruyter, pp. 611646.CrossRefGoogle Scholar
Ifantidou, E. (2014). Pragmatic Competence and Relevance, Amsterdam: John Benjamins.CrossRefGoogle Scholar
Ifantidou, E. (2019). Relevance and metaphor understanding in a second language. In Scott, K., Clark, B., and Carston, R., eds., Relevance: Pragmatics and Interpretation. Cambridge: Cambridge University Press, pp. 218230.CrossRefGoogle Scholar
Ifantidou, E. (2021a). Second language pragmatics. In Haugh, M., Kádár, D., and Terkourafi, M., eds., Cambridge Handbook of Sociopragmatics. Cambridge: Cambridge University Press, pp. 758779.CrossRefGoogle Scholar
Ifantidou, E. (2021b). Metaphor comprehension: Meaning and beyond. In Ifantidou, E., de Saussure, L., and Wharton, T., eds., Beyond Meaning. Amsterdam: John Benjamins, pp. 61–76.CrossRefGoogle Scholar
Ifantidou, E. (2021c). Non-propositional effects in verbal communication: The case of metaphor. Journal of Pragmatics, 181, 616.CrossRefGoogle Scholar
Ifantidou, E. and Hatzidaki, A. (2019). Metaphor comprehension in L2: Meaning, images and emotions. Journal of Pragmatics, 149, 7890.CrossRefGoogle Scholar
Ishida, M. (2005). Review of Anne Barron. Journal of Pragmatics, 37, 737741.CrossRefGoogle Scholar
Izard, C. (1984). Emotion-cognition relationships and human development. In Izard, C., Kagan, J., and Zajonc, R., eds, Emotions, Cognition and Behaviour. Cambridge: Cambridge University Press, pp. 1737.Google Scholar
Jary, G.M. (1998). Is relevance theory asocial? Revista Alicantina de Estudios Ingleses, 11(11), 157169.CrossRefGoogle Scholar
Kasper, G. and Rose, K. R (2002). Pragmatic Development in a Second Language. Oxford: Blackwell.Google Scholar
Kasper, G. and Schmidt, R. (1996). Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18, 149169.CrossRefGoogle Scholar
Kecskes, I. (2010). The paradox of communication: A socio-cognitive approach. Pragmatics and Society, 1(1), 5073.CrossRefGoogle Scholar
Kecskes, I. (2013). Why do we say what we say the way we say it? Journal of Pragmatics, 48(1), 7183.CrossRefGoogle Scholar
Kecskes, I. (2014). Intercultural Pragmatics. New York: Oxford University Press.Google Scholar
Kecskes, I. (2016). Cross-cultural and intercultural pragmatics. In Huang, Y., ed., The Oxford Handbook of Pragmatics. Oxford Handbooks Online, pp. 401415. doi:10.1093/oxfordhb/9780199697960.013.29.Google Scholar
Keltner, D., Sauter, D., Tracy, J., and Cowen, A. (2019). Emotional expression: Advances in basic emotion theory. Journal of Nonverbal Behavior, 43(2), 133160.CrossRefGoogle ScholarPubMed
Kwon, J. (2004). Expressing refusals in Korean and in American English. Multilingua, 23(4), 339364.CrossRefGoogle Scholar
Lyuh, I. (1994). A comparison of Korean and American refusal strategies. English Teaching, 49, 221251.Google Scholar
Moeschler, J. (2009). Pragmatics, propositional and non-propositional effects: Can a theory of utterance interpretation account for emotions in verbal communication? Social Science Information, 48, 447463.CrossRefGoogle Scholar
Ochs, E. and Schieffelin, B. (1989). Language has a heart. Text-Interdisciplinary Journal for the Study of Discourse, 9(1), 725.CrossRefGoogle Scholar
Phelps, E. A. (2004). Human emotion and memory: Interactions of the amygdala and hippocampal complex. Current Opinion in Neurobiology, 14, 198202.CrossRefGoogle ScholarPubMed
Sanchez-Hernandez, A. and Alcon-Soler, E. (2019). Pragmatic gains in the study abroad context: Learners’ experiences and recognition of pragmatic routines. Journal of Pragmatics, 146, 5471.CrossRefGoogle Scholar
Schnall, S. (2005). The pragmatics of emotion language. Psychological Inquiry, 16, 2831.Google Scholar
Schütze, U. (2016). Language Learning and the Brain: Lexical Processing in Second Language. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Schneider, K. and Ifantidou, E. (2020). Developmental and Clinical Pragmatics. Berlin: DeGruyter.CrossRefGoogle Scholar
Searle, J. R. (2007). What is language: Some preliminary remarks. In Tsohatzidis, S. L., ed., John Searle’s Philosophy of Language: Force, Meaning, and Mind. Cambridge: Cambridge University Press, pp. 1546.Google Scholar
Siegal, M. (1996). The role of learner subjectivity in second language sociolinguistic competency: Western women learning Japanese. Applied Linguistics, 17(3), 356382.CrossRefGoogle Scholar
Sperber, D. and Wilson, D. (1986/1995). Relevance: Communication and Cognition. Oxford: Blackwell.Google Scholar
Sperber, D. and Wilson, D. (1997). Remarks on Relevance Theory and the social sciences. Multilingua, 16(2/3), 145151.CrossRefGoogle Scholar
Sperber, D. and Wilson, D. (2015). Beyond speaker’s meaning. Croatian Journal of Philosophy, 15(44), 117149.Google Scholar
Taguchi, N. and Kim, Y. (eds.) (2018). Task-Based Approaches to Teaching and Assessing Pragmatics. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Tartaron, T. F. (2014). Cross-cultural interaction in the Greek world: Culture contact issues and theories. In Smith, C., ed., Encyclopedia of Global Archaeology. New York: Springer, pp. 18041821.CrossRefGoogle Scholar
Wei, R. (2018). Developing pragmatic competence in study abroad contexts. In Sanz, C. and Morales-Front, A., eds., The Routledge Handbook of Study Abroad Research and Practice. New York: Taylor and Francis, pp. 119133.Google Scholar
Werkmann Horvat, A., Bolognesi, M., and Kohl, K. (2021). The status of conventional metaphorical meaning in the L2 lexicon. Intercultural Pragmatics, 18(4), 447467.CrossRefGoogle Scholar
Wharton, T. (2009). Pragmatics and Non-verbal Communication. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Wharton, T. (2015). That bloody so-and-so has retired: Expressives revisited. Lingua, 176, 7596.Google Scholar
Wharton, T. and Strey, C. (2019). Slave to the passions: Making emotions relevant. In Carston, R., Clark, B. and Scott, K., eds., Relevance, Pragmatics and Interpretation. Cambridge: Cambridge University Press, pp. 253266.CrossRefGoogle Scholar
Williams, G. (2020). Talking together at the edge of meaning: Mutual (mis)understanding between autistic and non-autistic speakers. Unpublished Ph.D. thesis, University of Brighton.Google Scholar
Wilson, D. and Carston, R. (2019). Pragmatics and the challenge of “non-propositional” effects. Journal of Pragmatics, 145, 3138.CrossRefGoogle Scholar
Wilson, D. (2018). Relevance theory and literary interpretation. In Cave, T. and Wilson, D., eds., Reading Beyond the Code. Oxford: Oxford University Press, pp. 185204.Google Scholar
Woodard, R. D. (1997). Greek Writing from Knossos to Homer: A Linguistic Interpretation of the Origin of the Greek Alphabet and the Continuity of Ancient Greek Literacy, New York: Oxford University Press.Google Scholar
Zalaltdinova, L. (2019). Modality as a reflection of pragmatic competence: Exploring modification of ELLs’ pragmatic knowledge based on the use of modality in the context of peer feedback. Unpublished Ph.D. thesis, University at Albany, State University of New York.Google Scholar

References

Bardovi-Harlig, K. (1996). Pragmatics and language teaching: Bringing pragmatics and pedagogy together. In Bouton, L., ed., Pragmatics and Language Learning (Monograph Series, Vol. 7). Champaign, IL: Division of English as an International Language, University of Illinois, pp. 2139.Google Scholar
Cenoz, J. (2008). The acquisition of pragmatic competence and multilingualism in foreign language contexts. In Alcón Soler, E and Safont Jorda, M. P, eds., Intercultural Language Use and Language Learning. Dordrecht: Springer, pp. 123140.Google Scholar
Crozet, C. (1996). Teaching verbal interaction and culture in the language classroom. ARAL, 19(2), 3757.CrossRefGoogle Scholar
Crozet, C. (2003). A conceptual framework to help teachers identify where culture is in language use. In Lo Bianco, J. and Crozet, C., eds., Teaching Invisible Culture: Classroom Practice and Theory. Melbourne: Language Australia, pp. 3949.Google Scholar
Eslami-Rasekh, Z. (2005). Raising the pragmatic awareness of language learners. ELT Journal, 59(3), 199208.CrossRefGoogle Scholar
Félix-Brasdefer, C. (2008). Pedagogical intervention and the development of pragmatic competence in learning Spanish as a foreign language. Issues in Applied Linguistics, 16(1), 4782.CrossRefGoogle Scholar
Geertz, C. (1973). The Interpretation of Cultures. New York: Basic Books.Google Scholar
Haugh, M. (2013). Im/politeness, social practice and the participation order. Journal of Pragmatics, 58, 5272.CrossRefGoogle Scholar
Haugh, M. and Chang, W. L. M. (2015). Understanding im/politeness across cultures: An interactional approach to raising sociopragmatic awareness. International Review of Applied Linguistics in Language Teaching, 53(4), 389414.CrossRefGoogle Scholar
Henery, A. (2015). On the development of metapragmatic awareness abroad: Two case studies exploring the role of expert-mediation. Language Awareness, 24(4), 316331.CrossRefGoogle Scholar
Hinton, P. (2016). The Perception of People: Integrating Cognition and Culture. Abingdon: Routledge.Google Scholar
Hopkinson, C. (2021). Realizations of oppositional speech acts in English: A contrastive analysis of discourse in L1 and L2 settings. Intercultural Pragmatics, 18(2), 163202.CrossRefGoogle Scholar
Ide, S. (2006). Wakimae no goyouron [The Pragmatics of Discernment]. Tokyo: Taishuukan.Google Scholar
Ishihara, N. and Tarone, E. (2009). Subjectivity and pragmatic choice in L2 Japanese: Emulating and resisting pragmatic norms. In Taguchi, N., ed., Pragmatic Competence in Japanese as a Second Language. Berlin: Mouton de Gruyter, pp. 101128.Google Scholar
Ishihara, N. and Cohen, A. D. (2014). Teaching and Learning Pragmatics: Where Language and Culture Meet. Abingdon: Routledge.CrossRefGoogle Scholar
Kádár, D. Z. (2020). Capturing injunctive norm in pragmatics:Meta-reflective evaluations and the moral order. Lingua, 237, 102814.CrossRefGoogle Scholar
Kádár, D. Z. and Haugh, M. (2013). Understanding Politeness. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Kasper, G. and Dahl, M. (1991). Research methods in interlanguage pragmatics. Studies in Second Language Acquisition, 13(2), 215247.CrossRefGoogle Scholar
Kecskes, I. (2014). Intercultural Pragmatics. Oxford: Oxford University Press.Google Scholar
Koutlaki, S. and Eslami, Z. (2018). Critical intercultural communication education: Cultural analysis and pedagogical applications. Intercultural Communication Education, 1(3), 100109.CrossRefGoogle Scholar
Leung, C. and Scarino, A. (2016). Reconceptualising the nature of goals and outcomes in language/s education. The Modern Language Journal, 100 (S1), 8195.CrossRefGoogle Scholar
Liddicoat, A. J. (2006). Learning the culture of interpersonal relationships: Students’ understandings of personal address forms in French. Intercultural Pragmatics, 3(1). 5580.CrossRefGoogle Scholar
Liddicoat, A .J. (2009). Communication as culturally contexted practice: A view from intercultural communication. Australian Journal of Linguistics, 29(1), 115133.CrossRefGoogle Scholar
Liddicoat, A .J. (2014). Pragmatics and intercultural mediation in intercultural language learning. Intercultural Pragmatics, 11(2), 259277.CrossRefGoogle Scholar
Liddicoat, A. J. (2017). Interpretation and critical reflection in intercultural language learning: Consequences of a critical perspective for the teaching and learning of pragmatics. In Dasli, M. and Diaz, A. R., eds., The critical turn in language and intercultural communication pedagogy. New York: Routledge, pp. 2239.Google Scholar
Liddicoat, A. J. and Crozet, C. (2001). Acquiring French interactional norms through instruction. In Rose, K. R. and Kasper, G., eds., Pragmatics in Language Teaching. Cambridge: Cambridge University Press, pp. 125144.CrossRefGoogle Scholar
Liddicoat, A. J. and Scarino, A. (2013). Intercultural Language Teaching and Learning. Hoboken, NJ: Wiley-Blackwell.CrossRefGoogle Scholar
Liddicoat, A. J. and McConachy, T. (2019). Meta-pragmatic awareness and agency in language learners’ constructions of politeness. In Szende, T. and Alao, G., eds., Pragmatic Competence in L2: Focus on Politeness. Bern: Peter Lang, pp. 1125.Google Scholar
Martín-Laguna, S. (2022). The multilingual turn in pragmatics: Is the use of hedges and attitude markers shared across languages in trilingual writing? Applied Pragmatics, 4(1), 6391.CrossRefGoogle Scholar
McConachy, T. (2013). Exploring the meta-pragmatic realm in English language teaching. Language Awareness, 22(2), 100110.CrossRefGoogle Scholar
McConachy, T. (2018). Developing Intercultural Perspectives on Language Use: Exploring Pragmatics and Culture in Foreign Language Learning. Bristol: Multilingual Matters.Google Scholar
McConachy, T. (2019). L2 pragmatics as “‘intercultural pragmatics”’: Probing sociopragmatic aspects of pragmatic awareness. Journal of Pragmatics, 151, 167176.CrossRefGoogle Scholar
McConachy, T. and Liddicoat, A. J. (2016). Metapragmatic awareness and intercultural competence: The role of reflection and interpretation in intercultural mediation. In Dervin, F. and Gross, Z., eds., Intercultural Competence in Education: Alternative Approaches for Different Times. London: Palgrave Macmillan, pp. 1325.CrossRefGoogle Scholar
McConachy, T. and Liddicoat, A. J. (eds.) (2022). Teaching and Learning Second Language Pragmatics for Intercultural Understanding. New York: Routledge.Google Scholar
Morollón Martí, N. (2022). Concept-based instruction for teaching and learning L2 (im)politeness. In McConachy, T. & Liddicoat, A. J. (eds.), Teaching and Learning Second Language Pragmatics for Intercultural Understanding (pp. 126150). New York: Routledge.Google Scholar
Morollón Martí, N. and Fernández, S. S. (2014). Telecollaboration and sociopragmatic awareness in the foreign language classroom. Innovation in Language Learning and Teaching, 10(1), 3448.CrossRefGoogle Scholar
Nakane, C. (1967). Tateshakai no ningenkankai: Tanitsu shakai no riron (Human relations in a vertical society: Theory of a homogeneous society). Tokyo: Koudansha.Google Scholar
Nightingale, R. and Safont, P. (2019). Pragmatic translanguaging: Multilingual practice in adolescent online discourse. In Salazar-Campillo, P and Codina-Espurz, V, eds., Investigating the Learning of Pragmatics across Ages and Contexts. Leiden: Brill, pp. 167195.Google Scholar
Portoles, L. (2015). Multilingualism and Very Young Learners: An Analysis of Pragmatic Awareness and Language Attitudes. Berlin: De Gruyter.CrossRefGoogle Scholar
Savić, M. and Myrset, A. (2022). “But in England they’re certainly very polite, so you mustn’t forget that”: Young EFL learners making sense of pragmatic practices. In McConachy, T. and Liddicoat, A. J., eds., Teaching and Learning Second Language Pragmatics for Intercultural Understanding. Abingdon: Routledge.Google Scholar
Schmidt, R. (1993). Consciousness, learning and interlanguage pragmatics. In Kasper, G. and Blum-Kulka, S., eds., Interlanguage Pragmatics. Oxford: Oxford University Press, pp. 2142.Google Scholar
Selinker, L. (1972). Interlanguage. IRAL, 10, 209230.CrossRefGoogle Scholar
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. Attention and Awareness in Foreign Language Learning, 9, 163.Google Scholar
Spencer-Oatey, H. (2008). Sociolinguistics and intercultural communication. In Sociolinguistics. Berlin: De Gruyter, pp. 25372545.Google Scholar
Spencer-Oatey, H. and Kádár, D. Z. (2016). The basis of (im)politeness evaluations: Culture, the moral order and the East-West divide. East-Asian Pragmatics, 1(1), 73106.CrossRefGoogle Scholar
Spencer-Oatey, H. and Kádár, D. Z. (2021). Intercultural Politeness: Managing Relations across Cultures. Cambridge: Cambridge University Press.Google Scholar
Spencer-Oatey, H. and Xing, J. (2019). Interdisciplinary perspectives on interpersonal relations and the evaluation process: Culture, norms, and the moral order. Journal of Pragmatics, 151, 141154.CrossRefGoogle Scholar
Sugimoto, N. (1998). “Sorry we apologize so much”: Linguistic factors affecting Japanese and US American styles of apology. Intercultural Communication Studies, 8(1), 7178.Google Scholar
Taguchi, N. (2015). Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48, 150.CrossRefGoogle Scholar
Taguchi, N. (ed.) (2019). The Routledge Handbook of Second Language Acquisition and Pragmatics. Abingdon: Routledge.CrossRefGoogle Scholar
Taguchi, N. and Roever, C. (2017). Second Language Pragmatics. Oxford: Oxford University Press.Google Scholar
Taguchi, N. and Ishihara, N. (2018). The pragmatics of English as a lingua franca: Research and pedagogy in the era of globalization. Annual Review of Applied Linguistics, 38, 80101.CrossRefGoogle Scholar
van Compernolle, R. A. (2014). Sociocultural Theory and L2 Instructional Pragmatics. Bristol: Multilingual Matters.CrossRefGoogle Scholar
van Compernolle, R. A. and Williams, L. (2012). Reconceptualizing sociolinguistic competence as mediated action: Identity, meaning-making, agency. The Modern Language Journal, 96(2), 234250.CrossRefGoogle Scholar
van Compernolle, R. A., Gomez-Laich, M. P., and Weber, A. (2016). Teaching L2 Spanish sociopragmatics through concepts: A classroom-based study. The Modern Language Journal, 100 (1), 341361.CrossRefGoogle Scholar
Warner, C. (2012). Literary pragmatics in the advanced foreign language literature classroom: The case of Young Werther. In Burke, M., Csabi, S., Week, L., and Zerkowitz, J., eds., Pedagogical Stylistics: Current Trends in Language, Literature and ELT. Houston, TX: Continuum, pp. 143157.Google Scholar

References

Adamson, H. D. (1989). Variation Theory and Second Language Acquisition. Washington, DC: Georgetown University Press.Google Scholar
Alcón-Soler, E. (2015). Pragmatic learning and study abroad: Effects of instruction and length of stay. System, 48, 6274.CrossRefGoogle Scholar
Alcón-Soler, E. and Sánchez-Hernández, A. S. (2017). Learning pragmatic routines during study abroad: A focus on proficiency and type of routine. Atlantis, 39(2), 191210.CrossRefGoogle Scholar
Ashby, W. (1988). Français du Canada / français de France: Divergence et convergence. French Review, 61(5), 693702.Google Scholar
Bardovi-Harlig, K. and Bastos, M. (2011). Proficiency, length of stay, and intensity of interaction, and the acquisition of conventional expressions in L2 pragmatics. Intercultural Pragmatics, 8(3), 347384.CrossRefGoogle Scholar
Bardovi‐Harlig, K. and Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. Tesol Quarterly, 32(2), 233259.Google Scholar
Bardovi-Harlig, K. and Hartford, B. (1993). Learning the rules of academic talk: A longitudinal study of pragmatic development. Studies in Second Language Acquisition, 15(3), 279304.CrossRefGoogle Scholar
Barron, A. (2003). Acquisition in Interlanguage Pragmatics: Learning How to Do Things with Words in a Study Abroad Context. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Barron, A. (2007). “Ah no honestly we’re okay:” Learning to upgrade in a study abroad context. Intercultural Pragmatics, 4(2), 129166.CrossRefGoogle Scholar
Bataller, R. (2010). Making a request for a service in Spanish: Pragmatic development in the study abroad setting. Foreign Language Annals, 43(1), 160175.CrossRefGoogle Scholar
Bayley, R. and Preston, D. (1996). Linguistic Variation and Second Language Acquisition. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Bell, N. D., Skalicky, S., and Salsbury, T. (2014). Multicompetence in L2 language play: A longitudinal case study. Language Learning, 64(1), 72102.CrossRefGoogle Scholar
Bouton, L. F. (1999). Developing nonnative speaker skills in interpreting conversational implicatures in English: Explicit teaching can ease the process. In Hinkel, E., ed., Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press, pp. 4770.Google Scholar
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.Google Scholar
Byram, M., Nichols, A., and Stevens, D. (2001). Developing Intercultural Competence in Practice. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Cheng, W. (2005). An exploratory cross-cultural study of interlanguage pragmatic development of expressions of gratitude by Chinese learners of English. Unpublished doctoral dissertation, University of Iowa.Google Scholar
Cohen, A. D. and Shively, R. L. (2007). Acquisition of requests and apologies in Spanish and French: Impact of study abroad and strategy-building intervention. The Modern Language Journal, 91(1), 189212.CrossRefGoogle Scholar
Cole, S. and Anderson, A. (2001). Requests by young Japanese: A longitudinal study. The Language Teacher Online, 25. Retrieved on April 23, 2020, from https://jalt-publications.org/old_tlt/articles/2001/08/anderson?y=2001andmon=08andpage=anderson.Google Scholar
Coleman, J. A. (2015). Social circles during residence abroad: What students do, and who with. In Mitchell, R., Tracy-Ventura, N., and McManus, K., eds., Social Interaction, Identity and Language Learning during Residence Abroad (EUROSLA Monograph Series 4). Amsterdam: The European Second Language Association, pp. 3352.Google Scholar
Cook, H. (2008). Socializing Identities through Speech Style: Learners of Japanese as a Foreign Language. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Czerwionka, L. and Cuza, A. (2017a). Second language acquisition of Spanish service industry requests in an immersion context. Hispania, 100(2), 239260.CrossRefGoogle Scholar
Czerwionka, L. and Cuza, A. (2017b). A pragmatic analysis of L2 Spanish requests: Acquisition in three situational contexts during short-term study abroad. Intercultural Pragmatics, 14(3), 391419.CrossRefGoogle Scholar
DeKeyser, R. (2007). Practice in a second language: Perspectives from Applied Linguistics and Cognitive Psychology. New York: Cambridge University Press.CrossRefGoogle Scholar
De Pablos Ortega, C. (2008). Análisis sociopragmático del acto de habla expresivo de agradecimiento en español. In Briz, A., Hidalgo, A., Albelda, M., Contreras, J., and Hernández Flores, N., eds., Cortesía y conversación: De lo escrito a lo oral. Valencia: Programa EDICE, pp. 685691.Google Scholar
Devlin, A. M. (2019). The interaction between duration of study abroad, diversity of loci of learning and sociopragmatic variation patterns: A comparative study. Journal of Pragmatics, 146, 121136.CrossRefGoogle Scholar
Dewaele, J.-M. (2002). Using socio-stylistic variants in advanced French interlanguage: The case of “nous”/”on.” Eurosla Yearbook, 2(1), 205226.CrossRefGoogle Scholar
Dewaele, J.-M. and Regan, V. (2002). Maîtriser la norme sociolinguistique en interlangue française: Le cas de l’omission variable de “ne.” Journal of French Language Studies, 12(2), 123148.CrossRefGoogle Scholar
Diao, W. (2016). Peer socialization into gendered L2 Mandarin language practices in a study abroad context: Talk in the dorm. Applied Linguistics, 37(5), 599620.CrossRefGoogle Scholar
Dings, A. (2014). Interactional competence and the development of alignment activity. The Modern Language Journal, 98(3), 742756.CrossRefGoogle Scholar
DuFon, M. A. (1999). The acquisition of linguistic politeness in Indonesian by sojourners in naturalistic interactions. Unpublished doctoral dissertation, University of Hawai’i.Google Scholar
Félix-Brasdefer, C. (2013). Refusing in L2 Spanish: The effects of the context of learning during a short-term study abroad program. In Martí-Arnándiz, O. and Salazar-Campillo, P., Refusals in Instructional Contexts and Beyond. Leiden: Brill, pp. 147173.Google Scholar
Félix-Brasdefer, J. C. (2004). Interlanguage refusals: Linguistic politeness and length of residence in the target community. Language Learning, 54(4), 587653.CrossRefGoogle Scholar
Félix-Brasdefer, J. C. (2017). The intercultural speaker abroad. In Giora, R. and Haugh, M., eds., Doing Pragmatics Interculturally. Berlin: De Gruyter, pp. 353370.CrossRefGoogle Scholar
Félix-Brasdefer, J. C. and Hasler-Barker, M. (2015). Complimenting in Spanish in a short-term study abroad context. System, 48, 7585.CrossRefGoogle Scholar
Fraser, B. (2010). Pragmatic competence: The case of hedging. In Kaltenböck, G., Mihatsch, W., and Schneider, S., eds., New Approaches to Hedging. Bingley: Emerald, pp. 1534.Google Scholar
Freed, B. (1995). Second Language Acquisition in a Study Abroad Context. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Fujii, K. (2001). Changes in the listener responses of foreign learners of Japanese during their stay in Japan. Journal of International Student Center, 8, 7991.Google Scholar
Fukasawa, E. (2012). Development of the speech act “compliment response” and its relation to outside classroom English use during study abroad. Sophia Linguistica, 60, 123146.Google Scholar
Gautier, R. (2016). Développement des réseaux personnels et de la compétence sociolinguistique lors de séjours d’étude en France d’apprenants de FLE américains et chinois. Unpublished doctoral dissertation, Grenoble Alpes University.Google Scholar
Geeslin, K. García-Amaya, L., Hasler, M., Henrikson, N., and Killam, J. (2010). The SLA of direct object pronouns in an immersion environment where use is variable. In Borgonovo, C., Español-Echevarría, M., and Prévost, P., eds., Selected Proceedings of the 12th Hispanic Linguistics Symposium. Somerville, MA: Cascadilla Proceedings Project, pp. 246259.Google Scholar
Geeslin, K., García-Amaya, L., Hasler, M., Henrikson, N., and Killam, J. (2012). A study of the second language acquisition of the present perfect in an immersion context. In Geeslin, K. and Díaz-Campos, M., eds., Selected Proceedings of the 14th Hispanic Linguistics Symposium. Somerville, MA: Cascadilla Proceedings Project, pp. 197215.Google Scholar
George, A. (2014). Study abroad in central Spain: The development of regional phonological features. Foreign Language Annals, 47(1), 97114.CrossRefGoogle Scholar
Halenko, N. and Jones, C. (2011). Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit instruction effective? System, 39, 240250.CrossRefGoogle Scholar
Han, S. (2005). The interlanguage pragmatic development of the speech act of requests by Korean non-native speakers of English in an ESL setting. Unpublished doctoral dissertation. Philadelphia: University of Pennsylvania.Google Scholar
Hassall, T. (2013). Pragmatic development during short-term study abroad: The case of address terms in Indonesian. Journal of Pragmatics, 55, 117.CrossRefGoogle Scholar
Hassall, T. (2015a). Influence of fellow L2 learners on pragmatic development during study abroad. Intercultural Pragmatics, 12(4), 415442.CrossRefGoogle Scholar
Hassall, T. (2015b). Individual variation in L2 study-abroad outcomes: A case study from Indonesian pragmatics. Multilingua, 34(1), 3359.CrossRefGoogle Scholar
Henery, A. (2015). On the development of metapragmatic awareness abroad: Two case studies exploring the role of expert-mediation. Language Awareness, 24(4), 316331.CrossRefGoogle Scholar
Hernández, T. and Boero, P. (2018). Explicit intervention for Spanish pragmatic development during short-term study abroad: An examination of learner request production and cognition. Foreign Language Annals, 51(2), 389410.CrossRefGoogle Scholar
Hoffman-Hicks, S. D. (1999). The Longitudinal Development of French Foreign Language Pragmatic Competence: Evidence from Study Abroad Participants. Bloomington, IN: Indiana University Press.Google Scholar
Hopkinson, C. (2021). Realizations of oppositional speech acts in English: A contrastive analysis of discourse in L1 and L2 settings. Intercultural Pragmatics, 18(2), 163202.CrossRefGoogle Scholar
Howard, M. (2011). Input perspectives on the role of learning context in second language acquisition. International Review of Applied Linguistics, 49(2), 7182.CrossRefGoogle Scholar
Howard, M. (2012). The advanced learner’s sociolinguistic profile: On issues of individual differences, second language exposure conditions, and type of sociolinguistic variable. The Modern Language Journal, 96(1), 2033.CrossRefGoogle Scholar
Howard, M., Lemée, I., and Regan, V. (2006). The L2 acquisition of a socio-phonetic variable: The case of /l/ deletion in French. Journal of French Language Studies, 16(1), 124.CrossRefGoogle Scholar
Howard, M., Mougeon, R., and Dewaele, J.-M. (2013). Sociolinguistics and second language acquisition. In Bayley, R., Cameron, R., and Lucas, C., eds., Oxford Handbook of Sociolinguistics. Oxford: Oxford University Press, pp. 340359.CrossRefGoogle Scholar
Iino, M. (2006). Norms of interaction in a Japanese homestay setting: Toward a two-way flow of linguistic and cultural resources. In DuFon, M. A. and Churchill, E., eds., Language Learners in Study Abroad Contexts. Clevedon: Multilingual Matters, pp. 151173.CrossRefGoogle Scholar
Ishida, M. (2010). Development of interactional competence in L2 Japanese during study abroad: The use of modal expressions in recipient actions. Unpublished doctoral dissertation, University of Hawai’i.Google Scholar
Jackson, J. (2019). Intercultural competence and L2 pragmatics. In Taguchi, N., ed., The Routledge Handbook of Second Language Acquisition and Pragmatics. New York: Routledge, pp. 479494.Google Scholar
Kanwit, M. and Solon, M. (2013). Acquiring variation in future-time expression abroad in Valencia, Spain and Mérida, Mexico. In Cabrelli Amaro, J., Lord, G., de Prada Pérez, A., and Aaron, J. E., eds., Selected Proceedings of the 16th Hispanic Linguistics Symposium. Somerville, MA: Cascadilla Proceedings Project, pp. 206221.Google Scholar
Kinginger, C. (2008). Language learning in study abroad: Case histories of Americans in France. The Modern Language Journal, 92, i-131.CrossRefGoogle Scholar
Kinginger, C. (2015). Language socialization in the homestay: American high school students in China. In Mitchell, R., Tracy-Ventura, N., and McManus, K., eds., Social Interaction, Identity and Language Learning during Residence Abroad (EUROSLA Monograph Series 4). Amsterdam: EuroSLA, pp. 5374.Google Scholar
Kondo, S. (1997). The development of pragmatic competence by Japanese learners of English: Longitudinal study on interlanguage apologies. Sophia Linguistica, 41, 265284.Google Scholar
Knouse, S. M. (2013). The acquisition of dialectal phonemes in a study abroad context: The case of the Castilian theta. Foreign Language Annals, 45(4), 512542.CrossRefGoogle Scholar
Li, X. (2010). Sociolinguistic variation in the speech of learners of Chinese as a second language. Language Learning, 60(2), 366408.CrossRefGoogle Scholar
Linford, B., Whatley, M., and Zahler, S. (2018). Acquisition, study abroad and individual differences: The case of subject pronoun variation in L2 Spanish. Study Abroad Research in Second Language Acquisition and International Education, 3(2), 243274.CrossRefGoogle Scholar
Magliacane, A. and Howard, M. (2019). The role of learner status in the acquisition of pragmatic markers during study abroad: The use of “like” in L2 English. Journal of Pragmatics, 146, 7286.CrossRefGoogle Scholar
Major, R. (1999). Gender and stylistic variation in second language phonology. Language Variation and Change, 16(3), 169188.Google Scholar
Marqués-Pascual, L. (2011). Study abroad, previous language experience, and Spanish L2 development. Foreign Language Annals, 44(3), 565582.CrossRefGoogle Scholar
Marriott, H. (1995). The acquisition of politeness patterns by exchange students in Japan. In Freed, B. F., ed., Second Language Acquisition in a Study Abroad Context. Amsterdam: John Benjamins, pp. 197224.CrossRefGoogle Scholar
Masuda, K. (2011). Acquiring interactional competence in a study abroad context: Japanese language learners’ use of the interactional particle ne. The Modern Language Journal, 95(4), 519540.CrossRefGoogle Scholar
Matsumura, S. (2001). Learning the rules for offering advice: A quantitative approach to second language socialization. Language Learning, 51(4), 635679.CrossRefGoogle Scholar
Matsumura, S. (2003). Modeling the relationship among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics, 24(4), 465491.CrossRefGoogle Scholar
Matsumura, S. (2007). Exploring the aftereffects of study abroad on interlanguage pragmatic development. Intercultural Pragmatics, 4(2), 167192.CrossRefGoogle Scholar
Mojica-Díaz, C. (1992). The use of address pronouns in Bogotá: A comparative study of two stages of acquisition by nonnative speakers. Unpublished doctoral dissertation, University of Illinois.Google Scholar
Morris, K. (2017). Learning by doing: The affordances of task-based pragmatics instruction for beginning L2 Spanish learners studying abroad. Unpublished doctoral dissertation, University of California, Davis.Google Scholar
Niezgoda, K. and Roever, C. (2001). Pragmatic and grammatical awareness: A function of learning environment? In Rose, K and Kasper, G, eds., Pragmatics in Language Teaching. Cambridge: Cambridge University Press, pp. 6379.CrossRefGoogle Scholar
Raish, M. (2015). The acquisition of an Egyptian phonological variant by US students in Cairo. Foreign Language Annals, 48(2), 267282.CrossRefGoogle Scholar
Rees, J. and Klapper, J. (2008). Issues in the quantitative longitudinal measurement of second language progress in the study abroad context. In Ortega, L. and Byrnes, H., eds., The Longitudinal Study of Advanced L2 Capacities. London: Routledge, pp. 89105.Google Scholar
Regan, V. (1995). The acquisition of sociolinguistic native speech norms. In Freed, B., ed., Second Language Acquisition in a Study Abroad Context. Amsterdam: John Benjamins, pp. 245267.CrossRefGoogle Scholar
Regan, V. (2004). From speech community back to classroom: What variation analysis can tell us about the role of context in the acquisition of French as a foreign language. In Dewaele, J.-M., ed., Focus on French as a Foreign Language: Multidisciplinary Perspectives. Clevedon: Multilingual Matters, pp. 191209.Google Scholar
Regan, V., Howard, M., and Lemée, I. (2009). The Acquisition of Sociolinguistic Competence in a Study Abroad Context. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Rehner, K., Mougeon, R., and Nadasdi, T. (2003). The learning of sociolinguistic variation by advanced FSL learners: The case of “nous” versus “on” in immersion French. Studies in Second Language Acquisition, 25(1), 127156.CrossRefGoogle Scholar
Ren, W. (2013). The effect of study abroad on the pragmatic development of the internal modification of refusals. Pragmatics, 23(4), 715741.Google Scholar
Ren, W. (2015). L2 Pragmatic Development in Study Abroad Contexts. Berlin: Peter Lang.CrossRefGoogle Scholar
Ren, W. (2019). Pragmatic development of Chinese during study abroad: A cross-sectional study of learner requests. Journal of Pragmatics, 146, 137149.CrossRefGoogle Scholar
Ringer-Hilfinger, , (2012). Learner acquisition of dialect variation in a study abroad context: The case of the Spanish [ϴ]. Foreign Language Annals, 45(3), 430446.CrossRefGoogle Scholar
Roever, C. (2012). What learners get for free (and when): Learning of routine formulae in ESL and EFL environments. English Language Teaching Journal, 66(1), 1021.CrossRefGoogle Scholar
Roever, C., Wang, S., and Brophy, S. (2014). Learner background factors and learning of second language pragmatics. International Review of Applied Linguistics in Language Teaching, 52(4), 377401.CrossRefGoogle Scholar
Sánchez-Hernández, A. (2018). A mixed-methods study of the impact of sociocultural adaptation on development of pragmatic production. System, 75, 93105.CrossRefGoogle Scholar
Sánchez-Hernández, A. and Alcón-Soler, E. (2019). Pragmatic gains in the study abroad context: Learners’ experiences and recognition of pragmatic routines. Journal of Pragmatics, 146, 5471.CrossRefGoogle Scholar
Schauer, G. A. (2004). May you speak louder maybe? Interlanguage pragmatic development in requests. EUROSLA Yearbook, 4, 253272.CrossRefGoogle Scholar
Schauer, G. A. (2006). Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning, 56(2), 269318.CrossRefGoogle Scholar
Schauer, G. A. (2009). Interlanguage Pragmatic Development: The Study Abroad Context. London: Continuum.Google Scholar
Shimizu, T. (2009). Influence of learning environment on L2 pragmatic realization: A comparison between JSL and JFL learners’ compliment responses. In Taguchi, N., ed., Pragmatic Competence. Berlin: Mouton de Gruyter, pp. 167198.Google Scholar
Shiri, S. (2015). The homestay in intensive language study abroad: Social networks, language socialization, and developing intercultural competence. Foreign Language Annals, 48(1), 525.CrossRefGoogle Scholar
Shively, R. L. (2010). From the virtual world to the real world: A model of pragmatics instruction for study abroad. Foreign Language Annals, 43(1), 105137.CrossRefGoogle Scholar
Shively, R. L. (2011). L2 pragmatic development in study abroad: A longitudinal study of Spanish service encounters. Journal of Pragmatics, 43(6), 18181835.CrossRefGoogle Scholar
Shively, R. L. (2015). Developing interactional competence during study abroad: Listener responses in L2 Spanish. System, 48, 8698.CrossRefGoogle Scholar
Shively, R. L. (2018). Learning and Using Conversational Humor in a Second Language during Study Abroad. Berlin: De Gruyter.CrossRefGoogle Scholar
Siegal, M. (1994). Looking east: Learning Japanese as a second language and the interaction of race, gender, and social context. Unpublished doctoral dissertation, University of California, Berkeley.Google Scholar
Taguchi, N. (2008). The role of learning environment in the development of pragmatic comprehension: A comparison of gains between EFL and ESL learners. Studies in Second Language Acquisition, 30(4), 423452.CrossRefGoogle Scholar
Taguchi, N. (2011a). Do proficiency and study-abroad experience affect speech act production? Analysis of appropriateness, accuracy, and fluency. International Review of Applied Linguistics, 49(4), 265293.CrossRefGoogle Scholar
Taguchi, N. (2011b). The effect of L2 proficiency and study-abroad experience on pragmatic comprehension. Language Learning, 61(3), 904939.CrossRefGoogle Scholar
Taguchi, N. (2013). Production of routines in L2 English: Effect of proficiency and study-abroad experience. System, 41, 109121.CrossRefGoogle Scholar
Taguchi, N. (2014). Cross-cultural adaptability and development of speech act production in study abroad. International Journal of Applied Linguistics, 25(3), 343365.CrossRefGoogle Scholar
Taguchi, N., Xiao, F., and Li, S. (2016). Effects of intercultural competence and social contact on speech act production in a Chinese study abroad context. The Modern Language Journal, 100(4), 775796.CrossRefGoogle Scholar
Trentman, E. (2017). Oral fluency, sociolinguistic competence, and language contact: Arabic learners studying abroad in Egypt. System, 69, 5464.CrossRefGoogle Scholar
Vilar Beltrán, E. (2014). Length of stay abroad: Effects of time on the speech act of requesting. International Journal of English Studies, 14(1), 7996.CrossRefGoogle Scholar
Warga, M. and Schölmberger, U. (2007). The acquisition of French apologetic behavior in a study abroad context. Intercultural Pragmatics, 4(2), 221251.CrossRefGoogle Scholar
Welch, C. (2009). The emergence of pragmatic softeners in Spanish by instructed learners of Spanish in the study abroad and immersion contexts. Unpublished doctoral dissertation. University of Texas at Arlington.Google Scholar
Whatley, M. (2013). The acquisition of past tense variation by L2 learners of Spanish in an abroad context. In Cabrelli Amaro, J., Lord, G., de Prada Pérez, A., and Aaron, J. E, eds., Selected Proceedings of the 16th Hispanic Linguistics Symposium. Somerville, MA: Cascadilla Press, pp. 190205.Google Scholar
Winke, P. and Teng, C. (2010). Using task-based pragmatics tutorials while studying abroad in China. Intercultural Pragmatics, 7(2), 363399.CrossRefGoogle Scholar
Woodfield, H. (2012). “I think maybe I want to lend the notes from you”: Development of request modification in graduate learners. In Economidou-Kogetsidis, M. and Woodfield, H., eds., Interlanguage Request Modification. Amsterdam: John Benjamins, pp. 949.CrossRefGoogle Scholar
Xiao, F., Taguchi, N. and Li, S. (2019). Effects of proficiency subskills on pragmatic development in L2 Chinese study abroad. Studies in Second Language Acquisition, 41(2), 469483.CrossRefGoogle Scholar
Xu, W., Case, R. E., and Wang, Y. (2009). Pragmatic and grammatical competence, length of residence, and overall L2 proficiency. System, 37(2), 205216.CrossRefGoogle Scholar

References

Breugnot, J. and Dudreuilh, T. (2006). Négocier, gérer les conflits, restaurer le lien humain? Quelle fonction attribuer à la mediation scolaire? Revue Diversité: Ville Ecole Intégration, 147, 117123.Google Scholar
Buttjes, D. (1991). Mediating languages and cultures: The social dimension restored. In Buttjes, D. and Byram, M., eds., Mediating Languages and Cultures: Towards an Intercultural Theory of Foreign Language Education. Clevedon: Multilingual Matters, pp. 316.Google Scholar
Byram, M. (1988). Foreign language education and cultural studies. Language, Culture and Curriculum, 1(1), 1531.CrossRefGoogle Scholar
Byram, M. (1989). Cultural Studies in Foreign Language Education. Clevedon: Multilingual Matters.Google Scholar
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.Google Scholar
Byram, M. and Zarate, G. (1994). Définitions, objectifs et évaluation de la compétence socio-culturelle. Strasbourg: Report for the Council of Europe.Google Scholar
Crozet, C. and Liddicoat, A. J. (2000). Teaching culture as an integrated part of language: Implications for the aims, approaches and pedagogies of language teaching. In Liddicoat, A. J. and Crozet, C., eds., Teaching Languages, Teaching Cultures. Melbourne: Language Australia, pp. 118.Google Scholar
Dempsey, N. P. (2010). Stimulated recall interviews in ethnography. Qualitative Sociology, 33(3), 349367. doi:10.1007/s11133-010-9157-x.CrossRefGoogle Scholar
Gadamer, H.-G. (2011). Wahrheit und Methode: Grundzüge einer Philosophischen Hermeneutik. Berlin: Akademie Verlag.Google Scholar
Gohard-Radenkovic, A., Lussier, D., Penz, H., and Zarate, G. (2004). La Médiation culturelle en didactique des langues comme processus. In Zarate, G., Gohard-Radenkovic, A., Lussier, D., and Penz, H., eds., La Médiation culturelle et didactique des langues. Strasbourg: Council of Europe Publishing, pp. 225238.Google Scholar
Hutchins, E. (1995). Cognition in the Wild. Cambridge, MA: MIT Press.Google Scholar
Katan, D. (1999). “What is it that is going on here?”: Mediating cultural frames in translation. Textus, 12(2), 409426.Google Scholar
Katan, D. (2004). Translating Cultures: An Introduction for Translators, Interpreters and Mediators. Manchester: St Jerome.Google Scholar
Kearney, E. (2015). Intercultural Learning in Modern Language Education: Expanding Meaning-Making Potentials. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Keating Marshall, K. and Bokhorst-Heng, W. D. (2018). “I wouldn’t want to impose!” Intercultural mediation in French immersion. Foreign Language Annals, 51(2), 290312. doi:10.1111/flan.12340.CrossRefGoogle Scholar
Kecskes, I. (2013). Intercultural Pragmatics. Oxford: Oxford University Press.CrossRefGoogle Scholar
Kecskes, I. (2016). Can intercultural pragmatics bring some new insight into pragmatic theories? In Capone, A and Mey, J. L, eds., Interdisciplinary Studies in Pragmatics, Culture and Society. Cham: Springer International, pp. 4369.CrossRefGoogle Scholar
Kecskes, I. (2019). Impoverished pragmatics? The semanticspragmatics interface from an intercultural perspective. Intercultural Pragmatics, 16(5), 731. doi:10.1515/ip-2019-0026.Google Scholar
Kecskes, I. and Zhang, F. (2009). Activating, seeking, and creating common ground: A socio-cognitive approach. Pragmatics and Cognition, 17(2), 331355. doi:10.1075/pc.17.2.06kec.CrossRefGoogle Scholar
Kinginger, C. and Farrell, K. (2004). Assessing development of metapragmatic awareness in study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 10(2), 1942.CrossRefGoogle Scholar
Kohler, M. (2010). Moving between knowing and being: A case study of language teachers’ mediation of the intercultural in practice. Doctoral dissertation, University of South Australia.Google Scholar
Kohler, M. (2015). Teachers as Mediators in the Foreign Language Classroom. Bristol/ Buffalo, NY: Multilingual Matters.CrossRefGoogle Scholar
Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press.Google Scholar
Kramsch, C. (2006). From communicative competence to symbolic competence. The Modern Language Journal, 90(2), 249252.CrossRefGoogle Scholar
Kramsch, C. (2011). The symbolic dimensions of the intercultural. Language Teaching, 44(3), 354367. doi:10.1017/S0261444810000431.CrossRefGoogle Scholar
Li, C. and Gao, X. (2017). Bridging “what I said” and “why I said it”: The role of metapragmatic awareness in L2 request performance. Language Awareness, 26(3), 170190. doi:10.1080/09658416.2017.1387135.CrossRefGoogle Scholar
Liddicoat, A. J. (2014). Pragmatics and intercultural mediation in intercultural language learning. Intercultural Pragmatics, 11(2), 259277. doi:10.1515/ip-2014-0011.CrossRefGoogle Scholar
Liddicoat, A. J. (2016). Intercultural mediation, intercultural communication and translation. Perspectives: Studies in Translatology, 24(3), 347353. doi:10.1080/0907676X.2014.980279.CrossRefGoogle Scholar
Liddicoat, A. J. and Kohler, M. (2012). Teaching Asian languages from an intercultural perspective: Building bridges for and with students of Indonesian. In Song, X. and Cadman, K., eds., Bridging Transcultural Divides: Teaching Asian Languages and Cultures in a Globalising Academy. Adelaide, SA: University of Adelaide Press, pp. 7399.CrossRefGoogle Scholar
Liddicoat, A. J. and McConachy, T. (2019). Meta-pragmatic awareness and agency in language learners’ constructions of politeness. In Szende, T. and Alao, G., eds., Pragmatic and Cross-Cultural Competences: Focus on Politeness. New York: Peter Lang, pp. 1125.Google Scholar
Liddicoat, A. J. and Scarino, A. (2013). Intercultural Language Teaching and Learning. Chichester: Wiley-Blackwell.CrossRefGoogle Scholar
Lyle, J. (2003). Stimulated recall: A report on its use in naturalistic research. British Educational Research Journal, 29(6), 861878. doi:10.1080/0141192032000137349.CrossRefGoogle Scholar
McConachy, T. (2013). A place for pragmatics in intercultural teaching and learning. In Dervin, F. and Liddicoat, A. J., eds., Linguistics for Intercultural Education. Amsterdam: John Benjamins, pp. 7186.CrossRefGoogle Scholar
McConachy, T. (2018). Developing Intercultural Perspectives on Language Use in Foreign Language Learning. Bristol: Multilingual Matters.Google Scholar
McConachy, T. (2019). L2 pragmatics as “intercultural pragmatics”: Probing sociopragmatic aspects of pragmatic awareness. Journal of Pragmatics, 151, 167176. doi: 10.1016/j.pragma.2019.02.014.CrossRefGoogle Scholar
McConachy, T. and Liddicoat, A. J. (2016) Metapragmatic awareness and intercultural competence: The role of reflection and interpretation in developing intercultural understanding. In Dervin, F. and Gross, Z., eds., Intercultural Competence: Alternative Approaches for Different Times. New York: Routledge, pp. 330.Google Scholar
Ortaçtepe, D. and Okkalı, S. (2021). Common ground and positioning in teacher–student interactions: Second language socialization in EFL classrooms. Intercultural Pragmatics, 18(1), 5382.CrossRefGoogle Scholar
Piccardo, E. (2012) Médiation et apprentissage des langues: Pourquoi est-il temps de réfléchir à cette notion? Études de linguistique appliquée (ELA), 167, 285297.CrossRefGoogle Scholar
Piller, I. (2011). Intercultural Communication: A Critical Introduction. Edinburgh: Edinburgh University Press.Google Scholar
Pöchhacker, F. (2008). Interpreting and mediation. In Garcés, C. V. and Martin, A., eds., Crossing Borders in Community Interpreting: Definitions and Dilemmas. Amsterdam: John Benjamins, pp. 926.CrossRefGoogle Scholar
Ricoeur, P. (1965). De l’interprétation: Essai sur Freud. Paris: Seuil.Google Scholar
Rubenfeld, S. and Clément, R. (2012). Intercultural conflict and mediation: An intergroup perspective. Language Learning, 62(4), 12051230. doi:10.1111/j.1467-9922.2012.00723.x.CrossRefGoogle Scholar
Safont Jordá, M. P. (2003). Metapragmatic awareness and pragmatic production of their language learners of English: A focus on request acts realizations. International Journal of Bilingualism, 7(1), 4369.CrossRefGoogle Scholar
Sarangi, S. (1994). Intercultural or not? Beyond celebration of cultural differences in miscommunication analysis. Pragmatics, 4(3), 409427.Google Scholar
Scarino, A. and Liddicoat, A.J. (2016). Reconceptualising learning in transdisciplinary languages education L2 Journal, 8(4), 2035.CrossRefGoogle Scholar
Schleiermacher, F. (1977). Hermeneutik und Kritik: Mit einem Anhang Sprachphilosophischer Texte Schleiermachers. Frankfurt am Main: Suhrkamp.Google Scholar
Tapia, C. (2011). Médiation: Définition et problématique. Le Journal des Psychologues, 288(5), 16. doi:10.3917/jdp.288.0016.CrossRefGoogle Scholar
Verscheuren, J. (2000). Notes on the role of metapragmatic awareness in language use. Pragmatics, 10(4), 439456.Google Scholar
Vygotsky, L. S. [1934] (2005). Мышление и Речь [Myshlenie i rech’/Thought and Language]. Moscow: Smysl.Google Scholar
Vygotsky, L. S. (1986). Thought and Language. Cambridge, MA: MIT Press.Google Scholar
Wagner, J. (2015). Designing for language learning in the wild: Creating social infrastructures for second language learning. In Eskildsen, S. W. and Cadierno, T., eds., Usage-Based Perspectives on Second Language Learning. Berlin: Mouton de Gruyter, pp. 75102.CrossRefGoogle Scholar
Zarate, G. (1993). Représentations de l’étranger et didactique des langues. Paris: Didier.Google Scholar
Zarate, G., Gohard-Radenkovic, A., Lussier, D., and Penz, H. (2004). Médiation culturelle et didactique des langues. Kapfenberg: Council of Europe Publishing.Google Scholar
Hua, Zhu and Kramsch, C. (2016). Symbolic power and conversational inequality in intercultural communication: An introduction. Applied Linguistics Review, 7(4), 375383. doi: 10.1515/applirev-2016-0016.CrossRefGoogle Scholar

References

Åhlund, A. and Aronsson, K. (2015a). Stylizations and alignments in a L2 classroom: Multiparty work in forming a community of practice. Language and Communication, 43, 1126.CrossRefGoogle Scholar
Åhlund, A. and Aronsson, K. (2015b). Corrections as multiparty accomplishment in L2 classroom conversations. Lingustics and Education, 30, 6680.CrossRefGoogle Scholar
Aline, D. and Hosoda., Y. (2021). Deployment of the formulaic utterance “how about∼” in task-based second language classroom discussions. Intercultural Pragmatics, 18(4), 425446.CrossRefGoogle Scholar
Anderson, F. E. (2018). Intercultural (mis)communication in teacher–student interaction. World Englishes, 37, 398406.CrossRefGoogle Scholar
Asker, A. and Martin-Jones, M. (2013). “A classroom is not a classroom if students are talking to me in Berber”: language ideologies and multilingual resources in secondary school English classes in Libya. Language and Education, 27(4), 343355.CrossRefGoogle Scholar
Auer, P. (1984). Bilingual Conversation. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Auer, P. (1992). Introduction: John Gumperz’ approach to contextualization. In Auer, P. and DiLuzio, A., eds., The Contextualization of Language. Amsterdam: John Benjamins, pp. 137.CrossRefGoogle Scholar
Auer, P. (1998). Bilingual conversation revisited. In Auer, P., ed., Code-switching in Conversation: Language, Interaction and Identity. London: Routledge, pp. 124.Google Scholar
Baker, C. and Wright, W. E. (2021). Foundations of Bilingual Education and Bilingualism, 6th ed. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Ballinger, S. (2015). Linking content, linking students: A cross-linguistic pedagogical intervention. In Cenoz, J. and Gorter, D., eds., Multilingual Education: Between Language Learning and Translanguaging. Cambridge: Cambridge University Press, pp. 3560.CrossRefGoogle Scholar
Beers Fägersten, K. (2012). Teacher discourse and code choice in a Swedish EFL classroom. In Yoon, B. and Kim, H. K., eds., Teachers’ Roles in Second Language Learning: Classroom Applications of Sociocultural Theory. Charlotte, NC: Information Age, pp. 8198.Google Scholar
Björk-Willén, P. and Cekaite, A. (2012). Peer group interactions in multilingual educational settings: Co-constructing social order and norms for language use. International Journal of Bilingualism, 17 (2), 174188.Google Scholar
Bonacina-Pugh, F. (2013a). Categories and language choice in multilingual classrooms: the relevance of “teacher-hood.” Language and Education, 27(4), 298313.CrossRefGoogle Scholar
Bonacina-Pugh, F. (2013b). Multilingual label quests: A practice for the “asymmetrical” multilingual classroom. Linguistics and Education, 24(2), 142164.CrossRefGoogle Scholar
Bonacina-Pugh, F. (2020). Legitimizing multilingual practices in the classroom: The role of the “practiced language policy.” International Journal of Bilingual Education and Bilingualism, 23(4), 434448.CrossRefGoogle Scholar
Bonacina-Pugh, F. and Gafaranga, J. (2011). “Medium of instruction” versus “medium of classroom interaction”: Language choice in a French complementary school classroom in Scotland. The International Journal of Bilingual Education and Bilingualism, 14(3), 319334.CrossRefGoogle Scholar
Bono, M. and Melo-Pfeifer, S. (2010). Language negotiation in multilingual learning environments. International Journal of Bilingualism, 15(3), 291309.CrossRefGoogle Scholar
Brevik, L. M. and Rindal, U. (2020). Language use in the classroom: Balancing target language exposure with the need for other languages. TESOL Quarterly, 54(4), 925953.CrossRefGoogle Scholar
Carbonara, V. and Scibetta, A. (2020). Integrating translanguaging pedagogy into Italian primary schools: Implications for language practices and children’s empowerment. International Journal of Bilingual Education and Bilingualism, 121.Google Scholar
Carbonara, V. and Scibetta, A. (2021. ‛我的 … futuro?’: Multilingual practices shaping classroom interaction in Italian mainstream education. In Juvonen, P. and Källkvist, M., eds., Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives. Bristol: Multilingual Matters, pp. 95118.CrossRefGoogle Scholar
Cekaite, A. (2009). Soliciting teacher attention in an L2 classroom: Affective displays, classroom artefacts, and embodied action. Applied Linguistics, 30(1), 2648.CrossRefGoogle Scholar
Cenoz, J. and Gorter, D. (2015). Multilingual Education: Between Language Learning and Translanguaging. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Cenoz, J. and Gorter, D. (2020). Pedagogical translanguaging: An introduction. System, 92, 102269.CrossRefGoogle Scholar
Choi, J. and Ollerhead, S. (2018). Plurilingualism in Teaching and Learning: Complexities across Contexts. London: Routledge.CrossRefGoogle Scholar
Collins, B. A. and Cioè-Peña, M. (2016). Declaring freedom: Translanguaging in the social studies classroom to understand complex texts. In García, O. and Kleyn, T., eds., Translanguaging with Multilingual Students: Learning from Classroom Moments. London: Routledge, pp. 118139.Google Scholar
Creese., A. (2005). Teacher Collaboration and Talk in Multilingual Classrooms. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Creese, A. and Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103115.CrossRefGoogle Scholar
Creese, A., Blackledge, A., and Takhi, J. K. (2015). Communicative repertoires in the community language classroom: resources for negotiating authenticity. In Cenoz, J. and Gorter, D., eds., Multilingual Education: Between Language Learning and Translanguaging. Cambridge: Cambridge University Press, pp. 159176.CrossRefGoogle Scholar
Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221240.Google Scholar
Dalton-Puffer, C. (2005). Negotiating interpersonal meanings in naturalistic classroom discourse: Directives in content-and-language-integrated classrooms. Journal of Pragmatics, 37(8), 12751293.CrossRefGoogle Scholar
Davila, L. T. (2019). Multilingual interactions and learning in high school ESL classrooms. TESOL Quarterly, 54(1), 3055.CrossRefGoogle Scholar
Davy, B. and French, M. (2018). The plurilingual life: A tale of high school students in two cities. In Choi, J. and Ollerhead, S., eds., Plurilingualism in Teaching and Learning. London: Routledge, pp. 165181.CrossRefGoogle Scholar
Ebe, A. (2016). Student voices shining through: Exploring translanguaging as a literary device. In García, O. and Kleyn, T., eds., Translanguaging with Multilingual Students: Learning from Classroom Moments. London: Routledge, pp. 5782.Google Scholar
Espinosa, C. M. and Yadira Herrera, L. (2016). Reclaiming bilingualism: Translanguaging in a science class. In García, O. and Kleyn, T., eds., Translanguaging with Multilingual Students: Learning from Classroom Moments. London: Routledge, pp. 160178.Google Scholar
Ferguson, G. (2003). Classroom code-switching in post-colonial contexts: Functions, attitudes and policies. AILA Review, 16(1), 3851.CrossRefGoogle Scholar
Fernandes, O. A. (2019). Language workout in bilingual mother-child interaction: A case study of heritage language practices in Russian-Swedish family talk. Journal of Pragmatics, 140, 8899. doi: 10.1016/j.pragma.2018.11.021.CrossRefGoogle Scholar
Firth, A. (1996). The discursive accomplishment of normality: On “lingua franca” English and conversation analysis. Journal of Pragmatics, 26(2), 237259.CrossRefGoogle Scholar
Firth, A. and Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal, 81(3), 285300.CrossRefGoogle Scholar
Fuller, J. M. (2015). Language choices and ideologies in the bilingual classroom. In Cenoz, J. and Gorter, D., eds., Multilingual Education: Between Language Learning and Translanguaging. Cambridge: Cambridge University Press, pp. 199224.Google Scholar
Gafaranga, J. (2000). Medium repair vs. other-language repair: Telling the medium of a bilingual conversation. The International Journal of Bilingualism, 4(3), 327350.CrossRefGoogle Scholar
García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. London: Wiley-Blackwell.Google Scholar
García, O. and Wei, Li (2014). Translanguaging: Language, Bilingualism and Education. London: Palgrave.CrossRefGoogle Scholar
García, O. and Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In Blackledge, A. and Creese, A., eds., Heteroglossia as Practice and Pedagogy. Dordrecht: Springer, pp. 199216.CrossRefGoogle Scholar
García, O., Flores, N., and Homonoff Woodley, H. (2015). Constructing in-between spaces to “do” bilingualism: A tale of two high schools in one city. In Cenoz, J. and Gorter, D., eds., Multilingual Education: Between Language Learning and Translanguaging. Cambridge: Cambridge University Press, pp. 199224.CrossRefGoogle Scholar
García, O. and Kleyn, T. (eds.) (2016). Translanguaging with Multilingual Students: Learning from Classroom Moments. London: Routledge.CrossRefGoogle Scholar
García, O., Johnson, S., and Seltzer, K. (2017). The Translanguaging Classroom: Leveraging Student Bilingualism for Learning. Philadelphia: Caslon.Google Scholar
Gumperz, J. (1982). Discourse Strategies. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Gumperz, J. (1991). Contextualization and understanding. In Duranti, A. and Goodwin, C., eds., Rethinking Context. Cambridge: Cambridge University Press, pp. 229252.Google Scholar
Gumperz, J. J. and Cook-Gumperz, J. (2005). Making space for bilingual communicative Practice, Intercultural Pragmatics, 2(1), 123.CrossRefGoogle Scholar
Gynne, A. (2019). “English or Swedish please, no Dari”! – (trans)languaging and language policing in upper secondary school’s language introduction programme in Sweden. Classroom Discourse, 10(3–4), 347368.CrossRefGoogle Scholar
Hall, J. K., Hellermann, J., and Pekarek Doehler, S. (2011). L2 Interactional Competence and Development. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Hart, D. O. and Okkali, S. (2021). Common ground and positioning in teacher–student interactions: Second language socialization in EFL classrooms. Intercultural Pragmatics, 18(1), 5382.CrossRefGoogle Scholar
Heath, S. B. (1986). Sociocultural contexts of language development. In Holt, D., ed., Beyond language: Social and Cultural Factors in Schooling Language Minority Students. Los Angeles: Evaluation, Dissemination and Assessment Center, California State University, CA, pp. 143186.Google Scholar
Hélot, C. and Laoire, Ó, M. (2011). Language Policy for the Multilingual Classroom: Pedagogy of the Possible. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Heritage, J. (1984). A change-of-state token and aspects of its sequential placement. In Atkinson, J. M., and Heritage, J., eds., Structures of Social Action: Studies in Conversational Analysis. London: Cambridge University Press, pp. 299345.Google Scholar
Hult, F. M. (2015). Making policy connections across scales using nexus analysis. In Hult, F. M. and Johnson, D. C., eds., Research Methods in Language Policy and Planning: A Practical Guide. London: Wiley Blackwell, pp. 217231.Google Scholar
Ife, A. (2008). A role for English as lingua franca in the foreign language classroom? In Soler, Alcón and Safont, M. P., eds., Intercultural Language Use and Language Learning. Dordrecht: Springer, pp. 79100.Google Scholar
Jakonen, T. (2018). The environment of a bilingual classroom as an interactional resource. Linguistics and Education, 44, 2030.CrossRefGoogle Scholar
Jakonen, T., Szabó, T. P., and Laihonen, P. (2018). Translanguaging as playful subversion of a monolingual norm in the classroom. In Mazzaferro, G., ed., Translanguaging as Everyday Practice (Multilingual Education). Cham: Springer, pp. 3148.Google Scholar
Juvonen, P. and Källkvist, M. (2021). Pedagogical translanguaging: Theoretical, methodological and empirical perspectives – an introduction. In Juvonen, P. and Källkvist, M., eds., Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives. Bristol: Multilingual Matters, pp. 16.Google Scholar
Källkvist, M. (2013). Languaging in translation tasks used in a university setting: Particular potential for student agency? The Modern Language Journal, 97(1), 217238.CrossRefGoogle Scholar
Källkvist, M., Gyllstad, H., Sandlund, E., and Sundqvist, P. (2022). Towards an in-depth understanding of English-Swedish translanguaging pedagogy in EFL classrooms. HumaNetten, 48, 138167.CrossRefGoogle Scholar
Kasper, G. and Wagner, J.(2011). A conversation analytic approach to second language acquisition. In Atkinson, D., ed., Alternative Approaches to Second Language Acquisition. New York: Routledge, pp. 117142.Google Scholar
Kecskes, I. (2014). Intercultural Pragmatics. Oxford: Oxford University Press.Google Scholar
Kecskes, I. (2019). Interactional Competence. In Kecskes, I., ed., English as a Lingua Franca: The Pragmatic Perspective. Cambridge: Cambridge University Press, pp. 6990.CrossRefGoogle Scholar
Kecskes, I. and Zhang, F. (2009). Activating, seeking, and creating common ground: A socio-cognitive approach. Pragmatics and Cognition, 17(2), 331355.CrossRefGoogle Scholar
Kimura, D. (2020). Enacting and expanding multilingual repertoires in a peer language tutorial: Routinized sequences as a vehicle for learning. Journal of Pragmatics, 169, 1325.CrossRefGoogle Scholar
Koshik, I. (2002). Designedly incomplete utterances: A pedagogical practice for eliciting knowledge displays in error correction sequences. Research on Language and Social Interaction, 35(3), 277309.CrossRefGoogle Scholar
Kleyn, T. (2016). The Grupito Flexes Their Listening and Learning Muscles. In García, O. and Kleyn, T., eds., Translanguaging with Multilingual Students: Learning from Classroom Moments. London: Routledge, pp. 100117.Google Scholar
Lau, S. M. C. and Van Viegen, S., (eds.) (2020). Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language in Education. Dordrecht: Springer.CrossRefGoogle Scholar
Lehti-Eklund, H. (2013). Code-switching to first language in repair: A resource for students’ problem solving in a foreign language classroom. International Journal of Bilingualism, 17(2), 132152.CrossRefGoogle Scholar
Levine, G. S. (2011). Code Choice in the Language Classroom. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Llompart-Esbert, J. and Nussbaum, L. (2020). Collaborative and participatory research for plurilingual language learning. In Moore, Emilee, Bradley, Jessica, and Simpson, James, eds., Translanguaging as Transformation: The Collaborative Construction of New Linguistic Realities. Multilingual Matters, pp. 216233.Google Scholar
Luk, G. N. Y. and Lin, A. M. Y. (2015). L1 as a pedagogical resource in building students’ L2 academic literacy: Pedagogical innovation in the science classroom in a Hong Kong school. In Cenoz, J. and Gorter, D., eds., Multilingual Education: Between Language Learning and Translanguaging. Cambridge: Cambridge University Press, pp. 1634.CrossRefGoogle Scholar
Maguire, L. and Romero-Trillo, J. (2013). Context dynamism in classroom discourse. In Kecskes, I. and Romero-Trillo, J., eds., Research Trends in Intercultural Pragmatics. Berlin: De Gruyter, pp. 145160.CrossRefGoogle Scholar
Malabarba, T. and Nguyen, H. thi (2019). 1. Introduction: Using conversation analysis to understand the realities of English-as-a-foreign-language learning, teaching and testing. In Nguyen, H. thi and Malabarba, T., eds., Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts. Bristol: Multilingual Matters, pp. 128.Google Scholar
Martin-Beltrán, M., Montoya-Ávila, A., and Canales, N. (2018). “Do you want to tell your own narrative?”: How one teacher and her students engage in resistance by leveraging community cultural wealth. Association of Mexican American Educators Journal, 12(3), 97121.CrossRefGoogle Scholar
McMillan, B. and Turnbull, M. (2009). Teachers’ use of the first language in French immersion: Revisiting a Core Principle. In Turnbull, M. and Dailey-O’Cain, J., eds., First Language Use in Second and Foreign Language Learning. Bristol: Multilingual Matters, pp. 1534.CrossRefGoogle Scholar
Markee, N. (2000). Conversation Analysis. London: Routledge.CrossRefGoogle Scholar
Markee, N. and Kasper, G. (2004). Classroom talks: An introduction. The Modern Language Journal, 88(4), 491500.CrossRefGoogle Scholar
Markee, N. and Kunitz, S. (2015). CA-for-SLA studies of classroom interaction: Quo vadis?, In Markee, N., ed., The Handbook of Classroom Discourse and Interaction. Hoboken, NJ: Wiley-Blackwell, pp. 425440.Google Scholar
Martin-Jones, M. (2015). Classroom discourse analysis as a lens on language-in-education policy processes. In Hult, Francis M. and Johnson, David Cassels, eds., Research Methods in Language Policy and Planning: A Practical Guide. Hoboken, NJ: Wiley Blackwell, pp. 94–106.Google Scholar
Matsumoto, Y. (2018a). Functions of laughter in English-as-a-lingua-franca classroom interactions: A multimodal ensemble of verbal and nonverbal interactional resources at miscommunication moments. Journal of English as a Lingua Franca, 7(2), 229260.CrossRefGoogle Scholar
Matsumoto, Y. (2018b). “Because we are peers, we actually understand”: Third-party participant assistance in English as a lingua franca classroom interactions. TESOL Quarterly, 52(4), 845876.CrossRefGoogle Scholar
Matsumoto, Y. (2019). Material moments: Teacher and student use of materials in Multilingual Writing Classroom Interactions. The Modern Language Journal, 103(1), 179204.CrossRefGoogle Scholar
Mendoza, A. (2020). “What does translanguaging-for-equity really involve?” An interactional analysis of a 9th grade English class. Applied Linguistics Review, 20190106. doi: 10.1515/applirev-2019-0106.CrossRefGoogle Scholar
Menken, K. and García, O. (eds.) (2010). Negotiating Language Policies in Schools: Educators as Policymakers. London: Routledge.CrossRefGoogle Scholar
Menken, K. and Sánchez, M. T. (2019). Translanguaging in English-only schools: From pedagogy to stance in the disruption of monolingual policies and practices. TESOL Quarterly, 53(3), 741767.CrossRefGoogle Scholar
Moore, E. (2014). Constructing content and language knowledge in plurilingual student teamwork: Situated and longitudinal perspectives. International Journal of Bilingual Education and Bilingualism, 17(5), 586609.CrossRefGoogle Scholar
Mori, J. (2007). Border crossings? Exploring the intersection of second language acquisition, conversation analysis, and foreign language pedagogy. The Modern Language Journal, 91, 849862.CrossRefGoogle Scholar
Muller, A. and Baetens Beardsmore, H. (2004). Multilingual interaction in plurilingual classes: European School Practice. International Journal of Bilingual Education and Bilingualism, 7(1), 2442.CrossRefGoogle Scholar
Musk, N. (2010). Code-switching and code-mixing in Welsh bilinguals’ talk: Confirming or refuting the maintenance of language boundaries? Language, Culture and Curriculum, 23(3), 179197.CrossRefGoogle Scholar
Nyroos, L., Sandlund, E., and Sundqvist, P. (2017). Code-switched repair initiation: The case of Swedish eller in L2 English test interaction. Journal of Pragmatics, 120, 116.CrossRefGoogle Scholar
Ollerhead, S. (2019). Teaching across semiotic modes with multilingual learners: Translanguaging in an Australian classroom. Language and Education, 33(2), 106122.CrossRefGoogle Scholar
Ortaçtepe, D. and Okkalı, S.. (2021). Common ground and positioning in teacher–student interactions: Second language socialization in EFL classrooms. Intercultural Pragmatics, 18(1), 5382.CrossRefGoogle Scholar
Pacheco, M. B., David, S. S., and Jiménez, R. T. (2015). Translating pedagogies: Leveraging students’ heritage languages in the literacy classroom. Middle Grades Research Journal, 10(1), 4963.Google Scholar
Pacheco, M. B. (2018). Spanish, Arabic, and “English-only”: Making meaning across languages in two classroom communities. TESOL Quarterly, 52(4), 9951021.CrossRefGoogle Scholar
Paulsrud, B., Rosén, J., Straszer, B., and Wedin., Å. (eds.) (2017). New Perspectives on Translanguaging and Education. Bristol: Multilingual Matters.Google Scholar
Paulsrud, B., Tian, Z., and Toth, J. (eds.) (2021). English-Medium Instruction and Translanguaging. Bristol: Multilingual Matters.Google Scholar
Payant, C. and Kim, Y. (2015). Language mediation in an L3 classroom: The role of task modalities and task types. Foreign Language Annals, 48(4), 706729.CrossRefGoogle Scholar
Reichert, T. (2009). Language choice in small group activities. Forum Deutsch, 17(2), 3743.Google Scholar
Rodrick Beiler, I. (2020). Negotiating multilingual resources in English writing instruction for recent immigrants to Norway. TESOL Quarterly, 54(1), 528.CrossRefGoogle Scholar
Rosén, J. and Bagga-Gupta, S. (2015). Prata svenska, vi är i Sverige! [Talk Swedish, we are in Sweden!]: A study of practiced language policy in adult language learning. Linguistics and Education, 31, 5973.CrossRefGoogle Scholar
Rosiers, K. (2017). Unravelling translanguaging: The potential of translanguaging as a scaffold among teachers and pupils in superdiverse classrooms in Flemish education. In Paulsrud, B., Rosén, J., Straszer, B., and Wedin, Å, eds., New Perspectives on Translanguaging and Education. Bristol: Multilingual Matters, pp. 148169.CrossRefGoogle Scholar
Rosiers, K. (2018). Translanguaging revisited: Challenges for research, policy and pedagogy based on an inquiry in two Belgian classrooms. Translation and Translanguaging in Multilingual Contexts, 4(3), 361383.CrossRefGoogle Scholar
Sacks, H. (1992). Lectures on Conversation (Vols. I and II). Oxford: Basil Blackwell.Google Scholar
Sacks, H., Schegloff, E. A., and Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696735.CrossRefGoogle Scholar
Sandlund, E. (2004). Feeling by Doing: The Social Organization of Everyday Emotions in Academic Talk-in-Interaction. PhD Dissertation. Karlstad: Karlstad University Studies.Google Scholar
Sandlund, E. and Sundqvist, P. (2016). Translanguaging, code-switching, or just doing ESL teaching? Teachers’ “translation” turns in response to learner questions in a multilingual ESL classroom. Paper presented at LANSI 6, Teachers’ College. New York: Columbia University, October 2016.Google Scholar
Saxena, M. (2009). Construction and deconstruction of linguistic otherness: Conflict and cooperative code-switching in (English/) bilingual classrooms. English Teaching: Practice and Critique, 8(2), 167187.Google Scholar
Saxena, M. and Martin-Jones, M. (2013). Multilingual resources in classroom interaction: ethnographic and discourse analytic perspectives. Language and Education, 27(4), 285297.CrossRefGoogle Scholar
Schmitt, N. (2008). Review article: Instructed second vocabulary learning. Language Teaching Research, 12(3), 329363.CrossRefGoogle Scholar
Seltzer, K. (2020). Translingual writers as mentors in a high school “English” classroom. In Lau, S. M. Chu, and Van Viegen, S., eds., Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language in Education. Cham: Springer, pp. 185204.CrossRefGoogle Scholar
Sert, O. and Walsh, S. (2013). The interactional management of claims of insufficient knowledge in English language classrooms. Language and Education, 27(6), 542565.CrossRefGoogle Scholar
St. John, O. (2018). Between question and answer: Mother tongue tutoring and translanguaging as dialogic action. Translation and Translanguaging in Multilingual Contexts, 4(3), 334360.CrossRefGoogle Scholar
Svensson, G. (2017). Transspråkande i praktik och teori ]Translanguaging in Practice and in Theory]. Stockholm: Natur and Kultur.Google Scholar
The Douglas Fir Group (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(1), 1947.CrossRefGoogle Scholar
Tian, Z., Aghai, L., Sayer, P., and Schissel, J. L. (eds.) (2020). Envisioning TESOL through a Translanguaging Lens. Dordrecht: Springer.CrossRefGoogle Scholar
Toth, J. (2017). English first: Policy and practice in a Swedish EMI primary class. Journal of Immersion and Content-Based Language Education, 5(2), 214237.CrossRefGoogle Scholar
Toth, J. (2018). Transspråkande i engelskspråkig ämnesundervisning [Translanguaging in English-medium content-subject teaching]. In Paulsrud, B., Rosén, J., Straszer, B., and Wedin, Å, eds., Transspråkande i svenska utbildningssammanhang [Translanguaging in Education in Sweden]. Lund: Studentlitteratur, pp. 243263.Google Scholar
Toth, J. and Paulsrud, B. (2017). Agency and affordance in translanguaging for learning: Case studies from English-medium instruction. In Paulsrud, B., Rosén, J., Straszer, B., and Wedin, Å., eds., New Perspectives on Translanguaging and Education. Bristol: Multilingual Matters, pp. 189207.CrossRefGoogle Scholar
Tsui, A. B. M. (2017). Classroom Discourse: Theoretical Orientations and Research Approaches. In Cenoz, J., Gorter, D. and May, S., eds., Language Awareness and Multilingualism. Dordrecht: Springer, pp. 187203.Google Scholar
Turnbull, B. (2018). The use of English as a lingua franca in the Japanese second language classroom. Journal of English as a Lingua Franca, 7(1), 131151.CrossRefGoogle Scholar
Unamuno, V. (2008). Multilingual switch in peer classroom interaction. Linguistics and Education, 19(1), 119.CrossRefGoogle Scholar
Üstünel, E. (2016). EFL Classroom Code-Switching. London: Palgrave.CrossRefGoogle Scholar
Üstünel, E. and Seedhouse, P. (2005). Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics, 15(3), 302325.CrossRefGoogle Scholar
Van Viegen, S. (2020). Remaking the ground on which they stand: Plurilingual approaches across the curriculum. In Chu Lau, S. M. and Viegen, S. V., eds., Plurilingual Pedagogies. Cham: Springer, pp. 161183.CrossRefGoogle Scholar
Wagner, J. (2019). Commentary: Fault lines in global EFL. In Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts. Bristol: Multilingual Matters, pp. 295306.CrossRefGoogle Scholar
Wei, Li (2002). “What do you want me to say?”: On the conversation analysis approach to bilingual interaction. Language in Society, 31(2), 159180.CrossRefGoogle Scholar
Wei, Li. (2005). “How can you tell?”: Towards a common sense explanation of conversational code-switching. Journal of Pragmatics, 37(3), 375389.CrossRefGoogle Scholar
Wei, Li. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 12221235.CrossRefGoogle Scholar
Wei, Li. (2015). Complementary classrooms for multilingual minority ethnic children as a translanguaging space. In Cenoz, J. and Gorter, D., eds., Multilingual Education: Between Language Learning and Translanguaging. Cambridge: Cambridge University Press, pp. 177198.CrossRefGoogle Scholar