Nederlands om te rekenen, Turks om te roddelen? De mythe ontkracht. Een interactieanalyse van translanguaging in een Gentse diverse klas

Samenvatting

In this study, I investigate the potential of translanguaging, i.e. putting multilingual repertoires to use during multilingual interactions in a Flemish primary school. Data were gathered based on ethnographic research with a focus on Turkish and Dutch. By means of conversation and frame analysis, I interpret how translanguaging unfolds in the micro context of classroom interactions with respect to the broader social and symbolic value of the linguistic repertoire. Results show that pupils use both languages for school and peer matters. Translanguaging occurs due to changes in frame and participation framework for functional, ideological and socio-situational reasons.