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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 24, No. 0, pp.1177-1196
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2024
Received 02 Sep 2024 Revised 23 Oct 2024 Accepted 28 Oct 2024
DOI: https://doi.org/10.15738/kjell.24..202410.1177

Translanguaging in Korean Middle School EFL Classrooms: A Conversation Analysis Using the SETT Framework

Gayoung Son ; Sun-Young Oh
(first author) Ph.D Student, Department of English Education Seoul National University 1 Gwanak-ro, Gwanak-gu Seoul, Korea, Tel: 02) 880-7670 snownoble@snu.ac.kr
(corresponding author) Professor, Department of English Education Seoul National University 1 Gwanak-ro, Gwanak-gu Seoul, Korea, Tel: 02) 880-7675 sunoh@snu.ac.kr


© 2024 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

The purpose of this study is to explore the dynamics of translanguaging in the context of Korean middle school EFL classrooms. Through a conversation analysis of six natural classroom videos, this study examines how translanguaging manifests in various classroom modes of the SETT (Self-Evaluation of Teacher Talk) framework, aligning with the pedagogical objectives of each mode and the unique characteristics of the EFL environment in Korea. In managerial modes, teachers use translanguaging as a tool to facilitate task understanding and learner engagement, clearly demonstrating the role of teacher’s language as the medium of instruction. In the material mode, translanguaging serves as a means to create an environment where students can freely express their opinions. In the skills and systems mode, translanguaging enables students’ metalinguistic awareness. Lastly, in the classroom context mode, translanguaging not only enables students to express their thoughts using their native language resources but also supports their English language development through scaffolding. This study highlights the significant role of translanguaging in the Korean EFL context, shedding light on its contributions to teaching and learning practices.

Keywords:

translanguaging, classroom interaction, teacher talk, conversation analysis, SETT framework

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