Difference between revisions of "Jakonen2016a"
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|Author(s)=Teppo Jakonen | |Author(s)=Teppo Jakonen | ||
|Title=Managing multiple normativities in classroom interaction:Student responses to teacher reproaches for inappropriatelanguage choice in a bilingual classroom | |Title=Managing multiple normativities in classroom interaction:Student responses to teacher reproaches for inappropriatelanguage choice in a bilingual classroom | ||
| − | |Tag(s)=Classroom interaction; Conversation | + | |Tag(s)=Classroom interaction; Conversation Analysis; Bilingual education; Language alternation; Code-switching; |
|Key=Jakonen2016a | |Key=Jakonen2016a | ||
|Year=2016 | |Year=2016 | ||
Revision as of 10:27, 15 May 2018
| Jakonen2016a | |
|---|---|
| BibType | ARTICLE |
| Key | Jakonen2016a |
| Author(s) | Teppo Jakonen |
| Title | Managing multiple normativities in classroom interaction:Student responses to teacher reproaches for inappropriatelanguage choice in a bilingual classroom |
| Editor(s) | |
| Tag(s) | Classroom interaction, Conversation Analysis, Bilingual education, Language alternation, Code-switching |
| Publisher | |
| Year | 2016 |
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| Month | |
| Journal | Linguistics and Education |
| Volume | 33 |
| Number | |
| Pages | 14-27 |
| URL | |
| DOI | http://dx.doi.org/10.1016/j.linged.2015.11.003 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
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| Chapter | |
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.
Notes
