Vid Institutionen för språkdidaktik hålls ämnesvisa högre seminarier. Ämnesgruppen för moderna språk och engelska var värd för detta seminarium.

Alia Amir teaching English language Graduate students at a Turkish University while not letting them speak Turkish.

Alia Amir is a Senior Lecturer in English Education at the Department of Language Education. She trains pre-service English teachers and lectures on "English in the Classroom" in English I. She was educated at Linköping University, Aalborg University and Aarhus University.

Alia carries out research on human interaction and has a particular interest in English as a foreign language (EFL) classroom interaction, interaction in the TV programmes and interaction in the institutional settings. Her current line of research explores code-switching and language policing in young EFL learners' classrooms in Turkey.


English language is the only language which is taught as a core subject in over 100 countries (Crystal, 2012). A rough estimation about the number of English second-language speakers is somewhere between 100 million and 400 million (Crystal, 1997). English language is not only one of the top five languages spoken in the world, but the impact and power of English language is also demonstrable through its use in varying domains like trade, higher education, politics, media and technology.

Even with the prestige and power dynamics connected to the English language, English is not spoken as an interactional language in the natural environment of the school going children outside their English language classrooms. The only possible space where they can practise and use English is during their English lessons. Given the limited time and the number of students in the classrooms, it is not always possible for the teacher to give every child a possibility to speak English in the public space of the classroom except if the pupils speak English in the private conversations as well.

The present talk is based on the findings from classroom interactional data from Sweden and Turkey. I discuss how more English language practise can be provided in the classroom in the light of the studies of "doing language policy" (Amir, 2013) and "language policing" (Amir & Musk, 2013) and how policing L1 in some classroom contexts aligns and disaligns with the goals of classroom language teaching (Amir, 2015).