Difference between revisions of "CromdalAronsson-Ottosson2000"
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| − | | | + | |URL=https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9481.00123 |
| + | |DOI=10.1111/1467-9481.00123 | ||
| + | |Abstract=In Goffman's classic paper (1979), bilingual code-switching was seen as a prototypical device for accomplishing shifts in footing. Yet his work has not informed research on code-switching to any great extent. The present study of primary school children's play interaction in an English‐Swedish school setting combines a sequential approach to code-switching with an analysis of footing (cf. Auer 1984), extending prior work in showing that code-switches often involve subtle shifts of footing, both in terms of production formats and participation frameworks. Code-switches were employed as important rhetorical and dramaturgic play devices, e.g. when contextualizing changes of addressee and shifts of frame (e.g. serious, nonserious). In contrast to earlier, often speaker‐centered work, reception is discussed in-depth in the present analyses, and it is shown that footings are truly interactional achievements. | ||
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Latest revision as of 03:45, 19 October 2019
| CromdalAronsson-Ottosson2000 | |
|---|---|
| BibType | ARTICLE |
| Key | CromdalAronsson-Ottosson2000 |
| Author(s) | Jakob Cromdal, Karin Aronsson-Ottosson |
| Title | Footing in bilingual play |
| Editor(s) | |
| Tag(s) | EMCA, Goffman, Bilingual, Code-switching |
| Publisher | |
| Year | 2000 |
| Language | English |
| City | |
| Month | |
| Journal | Journal of Sociolinguistics |
| Volume | 4 |
| Number | 3 |
| Pages | 435–457 |
| URL | Link |
| DOI | 10.1111/1467-9481.00123 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
In Goffman's classic paper (1979), bilingual code-switching was seen as a prototypical device for accomplishing shifts in footing. Yet his work has not informed research on code-switching to any great extent. The present study of primary school children's play interaction in an English‐Swedish school setting combines a sequential approach to code-switching with an analysis of footing (cf. Auer 1984), extending prior work in showing that code-switches often involve subtle shifts of footing, both in terms of production formats and participation frameworks. Code-switches were employed as important rhetorical and dramaturgic play devices, e.g. when contextualizing changes of addressee and shifts of frame (e.g. serious, nonserious). In contrast to earlier, often speaker‐centered work, reception is discussed in-depth in the present analyses, and it is shown that footings are truly interactional achievements.
Notes
