Abstract
This paper investigates the use of multilingual resources by plurilingual participants in two English language classrooms in Luxembourg. Using Conversation Analysis and drawing on transcriptions of video-recordings, we present three examples of student use of multilingual resources and their respective teacher next turn management (through modified repetition, monolingual reformulation and meta-talk about language). We show that the students’ use of multilingual resources aligns with the ongoing interaction (pedagogical focus and classroom micro contexts), is significantly discourse-related and allows for doing emphasis and topic placement. We argue that our multimodal analysis brings critical insights into the study of multilingual resources in language classrooms, which has implications for the investigation of teaching and language learner/language user participation in instructed learning environments.
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