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Self-policing in the English as a Foreign Language classroom
Linköpings universitet, Institutionen för kultur och kommunikation, Avdelningen för språk och kultur. Linköpings universitet, Filosofiska fakulteten.
2013 (engelsk)Inngår i: Novitas-ROYAL, ISSN 1307-4733, E-ISSN 1307-4733, Vol. 7, nr 2, s. 84-105Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The present study explores how classroom participants invoke a monolingual target-language policy in an English as a foreign language (EFL) classroom, specifically focusing on one method of doing language policy through self-initiated language policing sequences, which I have called self-policing. Language policing refers to the mechanism deployed by the teacher and/or the pupils to (re-)establish the normatively prescribed medium of classroom interaction (Amir & Musk, 2013; cf. Bonacina & Gafaranga, 2011). The data comes from sequential analyses of 20 hours of video recordings in grades 8 & 9 of an international compulsory school in Sweden between the years 2007-2010. Drawing on Auer (1984) and Gafaranga’s (1999) organisational code-switching framework, this study sheds light on how teachers and pupils self-initiate a switch to English in their interactions. As will be demonstrated, both teachers and pupils, while orienting to the English-only norm, use a three-step sequence for language policing.

sted, utgiver, år, opplag, sider
2013. Vol. 7, nr 2, s. 84-105
Emneord [en]
Classroom interaction, code-switching, conversation analysis, language policy, English as a Foreign Language (EFL), language in education policy (LIEP)
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-100197OAI: oai:DiVA.org:liu-100197DiVA, id: diva2:660709
Tilgjengelig fra: 2013-10-30 Laget: 2013-10-30 Sist oppdatert: 2017-12-06bibliografisk kontrollert
Inngår i avhandling
1. Doing Language Policy: A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classes
Åpne denne publikasjonen i ny fane eller vindu >>Doing Language Policy: A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classes
2013 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Alternativ tittel[en]
Att göra språkpolitik : en mikrointeraktionell studie av språkpolitisk praktik i engelskundervisning
Abstract [en]

This study investigates foreign language classroom talk and micro-level language policy-in-process from an ethnomethodological conversation analytic perspective. The study is based on 20 hours of video recordings from 20 lessons in an English as a Foreign Language classroom (EFL) in grades 8 and 9 of an international compulsory school in Sweden between the years 2007 and 2010. The main purpose of the study is to shed light on some of the distinguishing features of how a target-language-only policy is materialised in situ in a foreign language classroom. The study demonstrates the relative ease with which teachers and pupils uphold a strict language policy in the classroom, but also the considerable interactional work that is done, by both teachers and pupils, in cases where upholding the policy becomes problematic. An interactional phenomenon which arises in such cases is language policing, where the teacher or pupils restore the policy-prescribed linguistic order. Such sequences are analysed in detail. The study increases our understanding of how language policy is lived out in practice, through interaction in the classroom.

Abstract [sv]

I denna studie undersöks klassrumsinteraktionen i undervisning i främmande språk och språkpolitisk praktik på mikronivå i ett etnometodologiskt och samtalsanalytiskt perspektiv. Studien bygger på 20 timmars videoinspelningar av 20 lektioner i engelska i årskurs 8 och 9 i en internationell grundskola i Sverige. Inspelningarna utfördes mellan 2007 och 2010. Studiens huvudsyfte är att belysa några särdrag i hur en målspråksexklusiv språkpolitik materialiseras in situ i undervisning i främmande språk. Studien påvisar att en sådan språkpolitik är förhållandevis enkel att upprätthålla i den dagliga interaktionen men den dokumenterar också det betydande interaktionella arbete som utförs, av både lärare och elever, i problematiska fall där språkpolitiken äventyras. Ett interaktionellt fenomen som uppträder i sådana fall är language policing, interaktiva sekvenser där lärare eller elever återupprättar den språkpolitiska ordningen. Sådana sekvenser analyseras i detalj. Denna studie bidrar till att öka vår förståelse av hur språkpolitik görs i praktiken, i den dagliga interaktionen i klassrummet.

sted, utgiver, år, opplag, sider
Linköping: Linköping University Electronic Press, 2013. s. 83
Serie
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 597Studies in Language and Culture, ISSN 1403-2570 ; 23
Emneord
Conversation analysis, ethnomethodology, language policy, practiced language policy, language policing, classroom discourse, EFL, TEFL, codeswitching, Samtalsanalys, etnometodologi, språkpolitik, language policing, klassrumsinteraktion, engelskundervisning, kodväxling
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-100202 (URN)10.3384/diss.diva-100202 (DOI)978-91-7519-466-0 (ISBN)
Disputas
2013-11-29, Key 1, House Key, Campus Valla, Linköping Univeristy, Linköping, 10:15 (engelsk)
Opponent
Veileder
Tilgjengelig fra: 2013-10-30 Laget: 2013-10-30 Sist oppdatert: 2018-11-23bibliografisk kontrollert

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