12. Monolingual Versus Multilingual Language Use in Language Classrooms: Contested and Mediated Social and Linguistic Practice

Chapters in this book

1. Frontmatter i
2. Contents v
3. Contributors vii
4. Foreword xiii
5. Introduction 1
6. Part 1: Immersion Education
7. 1. Pushing Immersion Forward 11
8. 2. Context Matters: Translanguaging and Language Immersion Education in the US and Canada 27
9. 3. Research Trends and Future Challenges in Swedish Immersion 45
10. Part 2: Languaging
11. 4. The Role of Languaging in Collaborative and Individual Writing: When Pairs Outperform Individuals 63
12. 5. Effect of Languaging Activities on L2 Learning Motivation: A Classroom- Based Approach 80
13. 6. Second Language Concept-Based Pragmatics Instruction: The Role of Languaging 99
14. Part 3: Sociocultural Perspectives on Second Language Teaching and Learning
15. 7. Collaborative Output: A Review of Theory and Research 119
16. 8. Promoting L2 In-Service Teachers’ Emocognitive Development through Collaborative Dialogue 133
17. 9. Languaging in a Gerontological Context: From Conception to Realization 152
18. 10. Mentorship as Mediation: Appreciating Merrill Swain 165
19. Part 4: Issues and Developments in Language as Social Action
20. 11. Language Play and Double Voicing in Second Language Acquisition and Use 177
21. 12. Monolingual Versus Multilingual Language Use in Language Classrooms: Contested and Mediated Social and Linguistic Practice 193
22. 13. Assisted Performance through Instructional Coaching: A Critical Sociocultural Perspective 212
23. 14. An EMCA Approach to Capturing the Specialized Work of L2 Teaching: A Research Proposal 228
24. Conclusion 246
25. Afterword 251
26. Index 253