Repetition and joking in children’s second language conversations: playful recyclings in an immersion classroom
2004 (English)In: Discourse studies, ISSN 1461-4456 (Print) 1461-7080 (Online), Vol. 6, no 3, 373-392 p.Article in journal (Refereed) Published
Repetition is often associated with traditional teaching drills.However, it has been documented how repetitionsare exploited by learners themselves (Duff, 2000). In a study of immersion classroom conversations, it wasfound that playful recyclings were recurrentfeatures of young learners’ second language repertoires.Such joking events were identified on the basisof the participants’ displayed amusement,and they often involved activity-based jokes (Lampert, 1996)and meta pragmatic play, that is, joking abouthow or by whom something is said. Two typesof recyclings: intertextual play and roleappropriations were both important features in informal classroomentertainment and in the formation of a communityof learners (cf. Rogoff, 1990). In a broad sense,both types of joking contained subversive elements in that theycreated play zones or ‘time-out’(cf. Goffman, 1959; Jefferson, 1996) withinclassroom activities. Moreover, role appropriations were subversivein that they inverted classroom hierarchies.
Place, publisher, year, edition, pages
2004. Vol. 6, no 3, 373-392 p.
children’s early L2 conversations, joking events, metapragmatic play, repetition, subversion
IdentifiersURN: urn:nbn:se:liu:diva-13992DOI: 10.1177/1461445604044295OAI: oai:DiVA.org:liu-13992DiVA: diva2:22399