Close encounters of a bilingual kind: interactional practices in the primary classroom in Brunei |
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| Institution: | 1. Department of Obstetrics and Gynecology, Northwestern University, Chicago, IL;2. Department of Obstetrics and Gynecology, The Ohio State University, Columbus, OH;3. Department of Obstetrics and Gynecology, The University of Texas Health Science Center at Houston–Children’s Memorial Hermann Hospital, Houston, TX;4. Department of Obstetrics and Gynecology, Alpert Medical School, Brown University, Providence, RI;5. Department of Obstetrics and Gynecology, College of Physicians and Surgeons, Columbia University, New York, NY;6. Department of Obstetrics and Gynecology, University of Utah School of Medicine, Salt Lake City, UT;7. Department of Obstetrics and Gynecology, University of Alabama at Birmingham School of Medicine, Birmingham, AL;8. Department of Obstetrics and Gynecology, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC;9. Department of Obstetrics and Gynecology, Drexel University School of Medicine, Philadelphia, PA;10. Department of Obstetrics and Gynecology, Case Western Reserve University–MetroHealth Medical Center, Cleveland, OH;11. Department of Obstetrics and Gynecology, University of Texas Medical Branch, Galveston, TX;12. Department of Obstetrics and Gynecology, University of Pittsburgh School of Medicine, Pittsburgh, PA;13. Department of Obstetrics and Gynecology, Wayne State University School of Medicine, Detroit, MI;14. George Washington University Biostatistics Center, Washington, DC;1. Universidad Autónoma de Baja California, Mexico;2. Universität Oldenburg, Germany;3. University of Hertfordshire, United Kingdom;1. Department of Basic and Clinical Psychology and Psychobiology, Universitat Jaume I, Castelló 12701, Spain;2. Department of Psychology, Pennsylvania State University, University Park 16802, USA;3. Wellcome Trust Centre for Neuroimaging, University College, London WC1N 3BG, UK |
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| Abstract: | Little is known about the effectiveness of the interactional systems through which meaning is constructed in classrooms in multilingual contexts. Although language can be `planned', the actual discourse of the classroom is `unplanned'. It is well-attested that the discourse of the upper primary classroom in Brunei includes the use of Malay alongside the official language of the classroom, English. This paper argues that as talk is potentially the most valuable resource in the classroom, educational planning should take into account the existing communicative practices in the classroom. |
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