Toward a transdisciplinary approach to FL classroom interaction

Main Article Content

Kamila Ciepiela


The focus of the article is on the questions and issues that have arisen in research on communication in second language contexts, as well as possibilities of addressing them that open up when one moves to the understanding of scientific inquiry as “a form of anti-disciplinary or transgressive knowledge, as a way of thinking and doing that is always problematizing” (Pennycook 2007: 37).

The article aims to point to some issues in research on communication in a FL classroom where a transdisciplinary approach might prove useful or even necessary to address them. An expanded analysis of a classroom discussion carried out within Hymes’ model that includes different modes and forms of communication as well as aspects of on-goingly changing contexts should illustrate the benefits of applying a transdisciplinary approach in research on communication  in a second language classroom.


Download data is not yet available.

Article Details

How to Cite
Ciepiela, K. (2021). Toward a transdisciplinary approach to FL classroom interaction. Yearbook of the Poznań Linguistic Meeting, 7(1), 75-97.


  1. Aleksandrzak, Magdalena. 2013. Approaches to describing and analyzing classroom communication. Glottodidactica XL. 129–145.
  2. Appadurai, Arjun. 1996. Modernity at large: Cultural dimensions of globalization. Minneapolis: University of Minnesota Press.
  3. Bateman, John. 2008. Multimodality and genre. A foundation for the systemic analy-sis of multimodal documents. London: Palgrave Macmillan.
  4. Bernstein, Jay Hillel. 2015. Transdisciplinarity: A review of its origins, development, and current issues. Journal of Research Practice 11(1).
  5. Blommaert, Jan. 2016. From mobility to complexity in sociolinguistic theory and method. In Nickolas Coupland (ed.), Sociolinguistics: Theoretical debates, 242–262. Cambridge: Cambridge University Press.
  6. Bourdieu, Pierre. 1985. Cultural reproduction and social reproduction. In Richard K. Brown (ed.), Knowledge, education and cultural change, 487–510. London: Tavistock.
  7. Bourdieu, Pierre & Jean Claude Passeron. 1990. Reproduction in education, society and culture. Sage Publications Inc.
  8. Brown, David. 2014. Agency and motivation to achieve language-learning objec-tives among learners in an academic environment in France. Apples – Journal of Applied Language Studies 8(1). 101–126.
  9. Bucholtz, Mary & Kira Hall. 2016. Embodied sociolinguistics. In Nickolas Cou-pland (ed.), Sociolinguistics: Theoretical debates, 173–198. Cambridge: Cam-bridge University Press.
  10. Butler, Judith. 1993. Bodies that matter. On the discursive limits of sex. London and New York: Routledge.
  11. Butler, Judith. 1997. Excitable speech: A politics of the performative. London and New York: Routledge.
  12. Byrd Clark, Julie. 2016. Transdisciplinary approaches to language learning and teaching in transnational times. Introduction to the special issue. L2 Journal 8(4). 3–19.
  13. Coulthard, Malcolm. 1985. An introduction to discourse analysis. Harlow: Longman.
  14. De Freitas, Lima, Edgar Morin & Basarab Nicolescu. 1994. The charter of transdis-ciplinarity. Retrieved from International Encyclopedia of Religion & Science, <>.
  15. Filipović, Jelena. 2015. Transdisciplinary approach to language study. The complexi-ty theory perspective. Basingstoke: Palgrave Macmillan.
  16. Foucault, Michel. 1984. What is enlightenment? In Paul Rabinow (ed.), The Fou-cault reader, 23–50. New York: Vintage Books.
  17. Gibbons, Michael, Camille Limoges, Helga Nowotny, Simon Schwartzman, Petr Scott & Martin Trow. 1994. The new production of knowledge: The dynamics of science and research in contemporary societies. London: Sage.
  18. Gumperz, John & Stephen Levinson. (eds.). 1996. Rethinking linguistic relativity. Cam¬bridge: Cambridge University Press.
  19. Held, David, Anthony McGrew, David Goldblatt, Johnathan Perraton. 1999. Global transformations: politics, economics and culture. Stanford: Stanford University Press.
  20. Hymes, Dell H. 1972a. On communicative competence. In J. B. Pride & Janet Holmes (eds.), Sociolinguistics. Selected readings, 269–293. Harmondsworth: Penguin.
  21. Hymes, Dell H. 1972b. Models of the interaction of language and social life. In John J. Gumperz and Dell Hymes (eds.), Directions in sociolinguistics: The ethnogra-phy of communication, 35–71. NewYork: Holt, Rinehart & Winston.
  22. Hymes, Dell H. 1974. Foundations of sociolinguistics: An ethnographic approach. Philadelphia: University of PennsylvaniaPress.
  23. Hymes, Dell H. 1981. In vain I tried to tell you: Essays in Native American ethnopo-etics. Philadelphia: University of Pennsylvania Press.
  24. Jefferson, Gail 1984. Transcription notation. In John Atkinson & John Heritage (eds.), Structures of social interaction, 225–246. New York: Cambridge Univer-sity Press.
  25. Jenks, Chris. 2003. Transgression. London: Routledge.
  26. Johnson, Karen. 2009. Trends in Second language teacher education. In Anne Burns & Jack C. Richards (eds.), The Cambridge guide to second language teacher education, 20–29. Cambridge: CUP.
  27. Kramsch, Claire. 2000. Language and culture. Shanghai: Shanghai Foreign Lan-guage Education Press.
  28. Leech, Geoffrey. 1976. Semantics. New Orleans: Indiana University Press.
  29. Nicolescu, Basarab. 2002. Manifesto of transdisciplinarity (K. C. Voss, Trans.). Al-bany, NY: State University of New York Press.
  30. Nicolescu, Basarab. 2010. Methodology of transdisciplinarity: Levels of reality, logic of the included middle and complexity. Transdisciplinary Journal of Engi-neering & Science 1. 17–32.
  31. Norton, Bonny. 2001. Non-participation, imagined communities and the language classroom. In Michael Breen (ed.), Learner contributions to language learning: New directions in research, 159–171. Harlow: Pearson Education.
  32. Pavlenko, Aneta & Bonny Norton. 2007. Imagined communities, identity, and Eng-lish language learning. In Jim Cummins & Chris. Davison (eds.), Kluwer hand-book of English language teaching, 669–680. Dordrecht: Springer.
  33. Pawlak, Mirosław. 2004. Describing and researching interactive processes in the foreign language classroom. Konin: Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Koninie.
  34. Pennycook, Alastair. 2007. Global Englishes and transcultural flows. London: Rout-ledge.
  35. Pennycook, Alastair. 2017. Translanguaging and semiotic assemblages, International Journal of Multilingualism 14(3). 269–282.
  36. Piaget, Jean. 1972. The epistemology of interdisciplinary relationships. In Centre for Educational Research and Innovation (CERI), Interdisciplinarity: problems of teaching and research in universities, 127–139. Paris: Organisation for Econom-ic Co-operation and Development.
  37. Piotrowski, Sebastian. 2011. On the authenticity of communication in the foreign language classroom. In Mirosław Pawlak, Ewa Waniek-Klimczak & Jan Majer (eds.), Speaking and instructed foreign language acquisition, 215–229. Bristol: Multilingual Matters.
  38. Robertson, Roland. 1995. Glocalization: time–space and homogeneity–heterogeneity. In Mike Featherstone, Scott Lash & Roland Robertson (eds.), Global modernities, 25–54. London: Sage.
  39. Roger, Derek & Peter Bull. (eds.). 1989. Conversation: An interdisciplinary perspec-tive. Clevedon: Multilingual Matters.
  40. Sacks, Harvey. 1972. On the analyzability of stories by children. In John Gumperz & Dell Hymes (eds.), Directions in sociolinguistics: The ethnography of communi-cation, 325–345. New York: Holt, Rinehart and Winston.
  41. Scollon, Ron & Suzie Wong Scollon. 2004. Nexus analysis: Discourse and the emerging Internet. London: Routledge.
  42. Scollon, Ron & Suzie Wong Scollon. 2007. Nexus analysis: Refocusing ethnography on action. Journal of Sociolinguistics 11(5). 608–662.
  43. Sinclair, John McHardy & Malcolm Coulthard. 1975. Towards an analysis of dis-course: The English used by teachers and pupils. Oxford: Oxford University Press.
  44. Small, Alex. 2008. Evaluation of the usefulness of Hymes’ ethnographic framework from a teacher’s perspective. Birmingham: The University of Birmingham. Re-trieved from <>.
  45. Ting-Toomey, Stella. (ed.). 1994. SUNY series in human communication processes. The challenge of facework: Cross-cultural and interpersonal issues. State Uni-versity of New York Press.
  46. Van Lier, Leo. 1988. The classroom and the language learner. London: Longman.
  47. Van Lier, Leo. 2010. The ecology of language learning: Practice to theory, theory to practice. Procedia – Social and Behavioral Sciences 3. 2–6.
  48. Wright, Tony. 1987. Roles of teachers and learners. Oxford: OUP.
  49. Wright, Tony. 2006. Managing classroom life. In Simon Gieve & Ines Miller (eds.), Understanding the language classroom, 64–87. New York: Palgrave Macmillan.