Communicative Acts Used by Emergent Trilingual Pupils in English Classrooms in the Basque Autonomous Community

Abstract

This research aims at examining the communicative acts (CA) performed by Grade 5 emergent trilingual pupils in the Basque Autonomous Community (BAC) in northern Spain when interacting in the English classroom. Likewise, it examines translanguaging practices when performing CA to analyze whether pupils deploy similar linguistic resources (LR) regardless of the CA they enact. Moreover, it investigates whether pupils from different sociolinguistic contexts behave similarly. Preliminary results suggest that Grade 5 pupils taking part in this study enact CA related to inviting elaboration or reasoning, expressing or inviting ideas, guiding direction of dialogue or activity, positioning and coordination, and showing understanding by using LR coming from different linguistic systems (mostly English and Basque) when interacting in the English classroom across sociolinguistic areas.