Cover not available

Article published In: Applied Pragmatics
Vol. 7:2 (2025) ► pp.168–191

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
EPUB logo with download linkDownload EPUB
authorization required

English as an instructional resource for optimizing L2 Chinese use in the classroom

An applied CA perspective

ORCiD logo with link | Carnegie Mellon University
ORCiD logo with link | Carnegie Mellon University
ORCiD logo with link | Carnegie Mellon University
Published online: 4 November 2025
DOI logo with link
https://doi.org/10.1075/ap.23006.wan
Abstract
Adopting an applied conversation analysis (CA) perspective, this study explores the sequential organization of English used by a Chinese as a foreign language instructor, the actions projected and achieved through the instructor’s use of English, and how the instructor’s use of English influences students’ use of English and Chinese. We draw on video-recorded data of an advanced-level business Chinese class and conduct a micro-analysis of the instructor’s use of English in sequence-initiating, sequence-expanding, and sequence-closing positions. Contrary to pedagogical concerns that an instructor’s use of English may encourage students to use English to the detriment of L2 learning, the data support the idea that L2 use and learning can be optimized when L1 resources (e.g., English) are used judiciously to advance the instructor’s pedagogical agenda. Thus, while English is an omnipresent potential resource in the classroom, the instructor and students orient to it as one tool among several that can enhance the main business of their interactions: learning Chinese for business purposes.
Article outline
  • 1.Introduction
  • 2.Background
    • 2.1Positioning of the researchers and the current study
    • 2.2L1 use by instructors as a sequential phenomenon
  • 3.Methods
    • 3.1Research questions
    • 3.2Research context and participants
    • 3.3Analytic procedures
  • 4.Findings
    • 4.1Instructor’s uses of English
      • 4.1.1Sequence-initiating position
      • 4.1.2Sequence-expanding position
      • 4.1.3Sequence-closing position
    • 4.2Students’ use of English
      • 4.2.1English used to respond to the instructor’s request for translation
      • 4.2.2English used in repair
  • 5.Discussion and conclusion
  • Acknowledgements
  • References
References (37)
References
Al Masaeed, K. (2020). Translanguaging in L2 Arabic study abroad: Beyond monolingual practices in institutional talk. Modern Language Journal, 104(1), 1–17. Google Scholar logo with link to Google Scholar
American Council on the Teaching of Foreign Languages. (2020). Use of target language in language learning. [URL]
Antón, M., & DiCamilla, F. (1998). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The Canadian Modern Language Review, 54(3), 314–342. Google Scholar logo with link to Google Scholar
Bouchard, J. (2015). A conversation analysis-based investigation of code-switching in the English language classroom in Quebec [Unpublished doctoral dissertation]. Texas A&M University.
Burch, A. R. (2014). Pursuing information: A conversation analytic perspective on communication strategies. Language Learning, 641, 651–684. Google Scholar logo with link to Google Scholar
DeKeyser, R. (1993). The effect of error correction on L2 grammar knowledge and oral proficiency. The Modern Language Journal, 77(4), 501–514. Google Scholar logo with link to Google Scholar
Dewaele, J.-M., & Li, W. (2014). Attitudes towards code-switching among adult mono- and multilingual language users. Journal of Multilingual and Multicultural Development, 35(3), 235–251. Google Scholar logo with link to Google Scholar
Dolce, F., & van Compernolle, R. A. (2020). Topic management and student initiation in an advanced Chinese-as-a-foreign-language classroom. Classroom Discourse, 11(1), 80–98. Google Scholar logo with link to Google Scholar
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). Ablex.Google Scholar logo with link to Google Scholar
García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Hall, J. K. (2018). From interactional competence to interactional repertoires: Reconceptualizing the goal of L2 learning. Classroom Discourse, 91, 25–39. Google Scholar logo with link to Google Scholar
He, A. W. (2004). CA for SLA: Arguments from the Chinese language classroom. The Modern Language Journal, 88(4), 568–562. Google Scholar logo with link to Google Scholar
Heritage, J. (1989). Current developments in conversation analysis. In D. Roger & P. Bull (Eds.), Conversation: An interdisciplinary perspective (pp. 21–47). Multilingual Matters.Google Scholar logo with link to Google Scholar
Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. H. Lerner (Ed.), Conversation analysis (pp. 13–31). John Benjamins Publishing. Google Scholar logo with link to Google Scholar
Krashen, S. (1985). The input hypothesis: Issues and implications. Longman.Google Scholar logo with link to Google Scholar
Levine, G. S. (2011). Code choice in the language classroom. Multilingual Matters.Google Scholar logo with link to Google Scholar
Liu, Y., & Zeng, A. P. (2015). Loss and gain: Revisiting the roles of the first language in novice adult second language learning classrooms. Theory and Practice in Language Studies, 5(12), 2433–2440. Google Scholar logo with link to Google Scholar
Long, M. H. (1983). Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition 5(2), 177–193. Google Scholar logo with link to Google Scholar
Macaro, E. (2001). Analyzing student teachers’ codeswitching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85(4), 531–548. Google Scholar logo with link to Google Scholar
(2009). Teacher use of codeswitching in the second language classroom: Exploring ‘optimal’ use. In M. Turnbull & J. Dailey-O’Cain (Eds.), First language use in second and foreign language learning (pp. 35–49). Multilingual Matters. Google Scholar logo with link to Google Scholar
Markee, N., & Kasper, G. (2004). Classroom talks: An introduction. The Modern Language Journal, 881, 491–500. [URL].
Mondada, L. (2007). Multimodal resources for turn-taking: Pointing and the emergence of possible next speakers. Discourse Studies, 9(2), 194–225. [URL]
Ortega, L. (2010). The bilingual turn in SLA. Plenary address at the American Association for Applied Linguistics Conference, Atlanta, GA, March 6–9, 2010.
Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 61, 281–307. Google Scholar logo with link to Google Scholar
Pennycook, A. (1994). The cultural politics of English as an international language. Longman.Google Scholar logo with link to Google Scholar
Schegloff, E. A. (1997). Whose text? Whose context? Discourse & Society, 8(2), 165–187. Google Scholar logo with link to Google Scholar
(2007). Sequence organization in interaction: A primer in conversation analysis (Vol. 11). Cambridge University Press. Google Scholar logo with link to Google Scholar
Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. Oxford University Press.Google Scholar logo with link to Google Scholar
Swain, M. (1985). Communicative competence: Some rules of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Newbury House.Google Scholar logo with link to Google Scholar
(2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford University Press.Google Scholar logo with link to Google Scholar
Tai, K. W. H., & Li, W. (2021). Constructing playful talk through translanguaging in English medium instruction mathematics classrooms. Applied Linguistics, 42(4), 607–640. Google Scholar logo with link to Google Scholar
Thompson, G. L., & Harrison, K. (2014). Language use in the foreign language classroom. Foreign Language Annals, 471, 321–337. Google Scholar logo with link to Google Scholar
Tian, R., & Ma, W. (2020). A sociolinguistics study of “OK” as a discourse marker. ICESD 2020, 232–237. Google Scholar logo with link to Google Scholar
Üstünel, E., & Seedhouse, P. (2005). Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics, 15(3), 302–325. Google Scholar logo with link to Google Scholar
Wang, J., & Wu, J. (2016). Conversation code-switching in class with Chinese as foreign language. Theory and Practice in Language Studies, 6(4), 894–905. Google Scholar logo with link to Google Scholar
Zhou, Y. (1995). 汉语拼音方案基础知识 [Basics of Hanyupinyin]. Yuwen Audio and Video Publishing House.Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue