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Jakonen2016a - Revision history
2024-03-28T09:25:50Z
Revision history for this page on the wiki
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https://emcawiki.net/index.php?title=Jakonen2016a&diff=14791&oldid=prev
AndreiKorbut at 19:04, 5 July 2018
2018-07-05T19:04:01Z
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|DOI=10.1016/j.linged.2015.11.003</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|DOI=10.1016/j.linged.2015.11.003</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Abstract=This article adds to research on bilingual language alternation by investigating how lan-guage choice is managed at the crossroads of social norms and rules in the interaction of abilingual classroom. Drawing on conversation analytic methodology, the paper examinessequences in which the teacher invokes a locally established, explicit rule whereby thestudents are to use L2 only in the classroom. Sequential analyses focus on how studentsrespond to such teacher turns, addressing either the teacher or their peers, and how theyalign with the classroom rule in their responses. It is argued that when responding to rule-enforcement, students position themselves not only as regards the behavioural norm set bythe particular classroom rule, but also in terms of teacher authority to regulate behaviourvia such a rule. The implications of these micro-interactional findings to the social andideological order of bilingual classrooms are briefly discussed.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Abstract=This article adds to research on bilingual language alternation by investigating how lan-guage choice is managed at the crossroads of social norms and rules in the interaction of abilingual classroom. Drawing on conversation analytic methodology, the paper examinessequences in which the teacher invokes a locally established, explicit rule whereby thestudents are to use L2 only in the classroom. Sequential analyses focus on how studentsrespond to such teacher turns, addressing either the teacher or their peers, and how theyalign with the classroom rule in their responses. It is argued that when responding to rule-enforcement, students position themselves not only as regards the behavioural norm set bythe particular classroom rule, but also in terms of teacher authority to regulate behaviourvia such a rule. The implications of these micro-interactional findings to the social andideological order of bilingual classrooms are briefly discussed.</div></td></tr>
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AndreiKorbut
https://emcawiki.net/index.php?title=Jakonen2016a&diff=14790&oldid=prev
AndreiKorbut at 19:03, 5 July 2018
2018-07-05T19:03:49Z
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 19:03, 5 July 2018</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|BibType=ARTICLE</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|BibType=ARTICLE</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Author(s)=Teppo Jakonen</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Author(s)=Teppo Jakonen</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>|Title=Managing multiple normativities in classroom interaction:Student responses to teacher reproaches for <del class="diffchange diffchange-inline">inappropriatelanguage </del>choice in a bilingual classroom</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>|Title=Managing multiple normativities in classroom interaction: Student responses to teacher reproaches for <ins class="diffchange diffchange-inline">inappropriate language </ins>choice in a bilingual classroom</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>|Tag(s)=Classroom interaction; Conversation Analysis; Bilingual education; Language alternation; Code-switching;  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>|Tag(s)=Classroom interaction; Conversation Analysis; Bilingual education; Language alternation; Code-switching;</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Key=Jakonen2016a</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Key=Jakonen2016a</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Year=2016</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Year=2016</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">|Language=English</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Journal=Linguistics and Education</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Journal=Linguistics and Education</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Volume=33</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Volume=33</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>|Pages=<del class="diffchange diffchange-inline">14-27</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>|Pages=<ins class="diffchange diffchange-inline">14≠27</ins></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>|<del class="diffchange diffchange-inline">DOI</del>=<del class="diffchange diffchange-inline">http</del>://<del class="diffchange diffchange-inline">dx</del>.<del class="diffchange diffchange-inline">doi</del>.<del class="diffchange diffchange-inline">org</del>/10.1016/j.linged.2015.11.003</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>|<ins class="diffchange diffchange-inline">URL</ins>=<ins class="diffchange diffchange-inline">https</ins>://<ins class="diffchange diffchange-inline">www</ins>.<ins class="diffchange diffchange-inline">sciencedirect</ins>.<ins class="diffchange diffchange-inline">com/science/article/pii</ins>/<ins class="diffchange diffchange-inline">S0898589815000960</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">|DOI=</ins>10.1016/j.linged.2015.11.003</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Abstract=This article adds to research on bilingual language alternation by investigating how lan-guage choice is managed at the crossroads of social norms and rules in the interaction of abilingual classroom. Drawing on conversation analytic methodology, the paper examinessequences in which the teacher invokes a locally established, explicit rule whereby thestudents are to use L2 only in the classroom. Sequential analyses focus on how studentsrespond to such teacher turns, addressing either the teacher or their peers, and how theyalign with the classroom rule in their responses. It is argued that when responding to rule-enforcement, students position themselves not only as regards the behavioural norm set bythe particular classroom rule, but also in terms of teacher authority to regulate behaviourvia such a rule. The implications of these micro-interactional findings to the social andideological order of bilingual classrooms are briefly discussed.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Abstract=This article adds to research on bilingual language alternation by investigating how lan-guage choice is managed at the crossroads of social norms and rules in the interaction of abilingual classroom. Drawing on conversation analytic methodology, the paper examinessequences in which the teacher invokes a locally established, explicit rule whereby thestudents are to use L2 only in the classroom. Sequential analyses focus on how studentsrespond to such teacher turns, addressing either the teacher or their peers, and how theyalign with the classroom rule in their responses. It is argued that when responding to rule-enforcement, students position themselves not only as regards the behavioural norm set bythe particular classroom rule, but also in terms of teacher authority to regulate behaviourvia such a rule. The implications of these micro-interactional findings to the social andideological order of bilingual classrooms are briefly discussed.</div></td></tr>
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AndreiKorbut
https://emcawiki.net/index.php?title=Jakonen2016a&diff=14255&oldid=prev
SaulAlbert: Text replace - "Conversation analysis;" to "Conversation Analysis;"
2018-05-15T17:27:22Z
<p>Text replace - "Conversation analysis;" to "Conversation Analysis;"</p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 17:27, 15 May 2018</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Author(s)=Teppo Jakonen</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Author(s)=Teppo Jakonen</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Title=Managing multiple normativities in classroom interaction:Student responses to teacher reproaches for inappropriatelanguage choice in a bilingual classroom</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Title=Managing multiple normativities in classroom interaction:Student responses to teacher reproaches for inappropriatelanguage choice in a bilingual classroom</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>|Tag(s)=Classroom interaction; Conversation <del class="diffchange diffchange-inline">analysis</del>; Bilingual education; Language alternation; Code-switching;  </div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>|Tag(s)=Classroom interaction; Conversation <ins class="diffchange diffchange-inline">Analysis</ins>; Bilingual education; Language alternation; Code-switching;  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Key=Jakonen2016a</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Key=Jakonen2016a</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Year=2016</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|Year=2016</div></td></tr>
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SaulAlbert
https://emcawiki.net/index.php?title=Jakonen2016a&diff=10957&oldid=prev
BurakTekin: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Teppo Jakonen |Title=Managing multiple normativities in classroom interaction:Student responses to teacher reproaches for inappropriatel..."
2017-04-04T18:13:25Z
<p>Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Teppo Jakonen |Title=Managing multiple normativities in classroom interaction:Student responses to teacher reproaches for inappropriatel..."</p>
<p><b>New page</b></p><div>{{BibEntry<br />
|BibType=ARTICLE<br />
|Author(s)=Teppo Jakonen<br />
|Title=Managing multiple normativities in classroom interaction:Student responses to teacher reproaches for inappropriatelanguage choice in a bilingual classroom<br />
|Tag(s)=Classroom interaction; Conversation analysis; Bilingual education; Language alternation; Code-switching; <br />
|Key=Jakonen2016a<br />
|Year=2016<br />
|Journal=Linguistics and Education<br />
|Volume=33<br />
|Pages=14-27<br />
|DOI=http://dx.doi.org/10.1016/j.linged.2015.11.003<br />
|Abstract=This article adds to research on bilingual language alternation by investigating how lan-guage choice is managed at the crossroads of social norms and rules in the interaction of abilingual classroom. Drawing on conversation analytic methodology, the paper examinessequences in which the teacher invokes a locally established, explicit rule whereby thestudents are to use L2 only in the classroom. Sequential analyses focus on how studentsrespond to such teacher turns, addressing either the teacher or their peers, and how theyalign with the classroom rule in their responses. It is argued that when responding to rule-enforcement, students position themselves not only as regards the behavioural norm set bythe particular classroom rule, but also in terms of teacher authority to regulate behaviourvia such a rule. The implications of these micro-interactional findings to the social andideological order of bilingual classrooms are briefly discussed.<br />
}}</div>
BurakTekin