More than words
How do pupils and teachers use different languages during whole class conversations? This is the central question of the thesis ‘More than words’, for which video recordings of conversations between teacher and pupils in different primary schools were analysed. The research first sketches a general picture of this whole class interaction and how it develops over time: how does the interaction unfold, which languages are used, and in what ways? In addition, it examines in detail the conversational practices of pupils and teachers at moments when languages are compared and when multilingualism is explicitly appreciated. The findings show that the use of languages the teacher does not speak does not have to be an obstacle. On the contrary, it can create space for pupils to contribute their own knowledge and experiences, fostering a shared learning process. Revisiting information from the lesson can also help engage all pupils actively in the conversation, because it ensures that everyone has access to the knowledge needed to participate. The study further demonstrates how conversations about objects pupils bring from home offer insight into the languages and language practices within families. By involving parents in these moments, teachers can better connect to what pupils already know and experience. The thesis visualises how pupils and teachers jointly shape multilingual whole class interactions. The insights provide guidance for schools, teacher education programmes, and researchers to look beyond single words in other languages towards practices that encourage all pupils to actively participate in classroom conversations.