What Can Interaction Mediate? An Alternative Model for Analysing Interaction in Multilingual Learning

Authors

  • Wenjun Yu

    National Research Centre for Foreign Language Education, Beijing Foreign Studies University, Beijing 100089, China
  • Hao Xu

    National Research Centre for Foreign Language Education, Beijing Foreign Studies University, Beijing 100089, China

DOI:

https://doi.org/10.30564/fls.v6i4.6659
Received: 29 December 2023 | Revised: 30 January 2024 | Accepted: 30 January 2024 | Published Online: 26 September 2024

Abstract

In this review article, we propose Social Network Analysis (SNA) as an alternative model for analysing interactions within diverse educational contexts. Emphasising the capacity of SNA to reveal unexpected results through the exploration of social ties, we discuss its application in understanding the dynamics of multilingual and multicultural educational settings. Drawing on a range of studies, we showcase how SNA transcends traditional methodologies, shifting the focus from predetermined goals to the holistic examination of relational ties and network structures. Specifically, by delving into the intricacies of social interactions, SNA provides nuanced insights that contribute significantly to our understanding of complex social phenomena. As researchers navigate the ever-evolving landscape of interaction analysis, this paper advocates for the adoption of SNA as an alternative tool that complements traditional approaches, offering a fresh perspective on the multifaceted nature of human interactions.

Keywords:

Social network analysis; Interactions; Educational settings; Multilingualism; Social ties

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How to Cite

Wenjun Yu, & Hao Xu. (2024). What Can Interaction Mediate? An Alternative Model for Analysing Interaction in Multilingual Learning. Forum for Linguistic Studies, 6(4), 171–179. https://doi.org/10.30564/fls.v6i4.6659

Issue

Vol. 6 , Iss. 4 (October 2024)

Article Type

Review

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Copyright © 2024 Wenjun Yu, Hao Xu

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This is an open access article under the Creative Commons Attribution 4.0 International License.