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Language policing: Micro-level language policy-in-process in the foreign language classroom
Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
Linköping University, Department of Culture and Communication, Modern Languages. Linköping University, Faculty of Arts and Sciences.
2013 (English)In: Classroom Discourse, ISSN 1946-3014, EISSN 1946-3022, Vol. 4, no 2, 151-167 p.Article in journal (Refereed) Published
Abstract [en]

This article examines what we call micro-level language policy-in-process – that is, how a target-language-only policy emerges in situ in the foreign language classroom. More precisely, we investigate the role of language policing, the mechanism deployed by the teacher and/or pupils to (re-)establish the normatively prescribed target language as the medium of classroom interaction in the English as a foreign language classroom of an international school in Sweden. Using ethnomethodological conversation analysis, we have identified a regular three-step sequence for language policing: (1) a (perceived) breach of the target-language-only rule, (2) an act of language policing and (3) an orientation to the target-language-only rule, usually in the guise of medium switching to the target language. Focusing primarily on teacher-to-pupil policing, where the teacher polices pupils’ (perceived) use of their L1 (Swedish), we identify three different categories of teacher-policing. These categories are based on particular configurations of features deployed in the three steps, such as initiator techniques (e.g.reminders, prompts, warnings and sanctions) and pupils’ responses to being policed (e.g. compliance or contestation).

Place, publisher, year, edition, pages
Routledge, 2013. Vol. 4, no 2, 151-167 p.
Keyword [en]
conversation analysis, classroom interaction, practiced language policy, code-switching, language policing.
National Category
Specific Languages Learning
URN: urn:nbn:se:liu:diva-96370DOI: 10.1080/19463014.2013.783500OAI: diva2:641053
Available from: 2013-08-15 Created: 2013-08-15 Last updated: 2014-03-08
In thesis
1. Doing Language Policy: A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classes
Open this publication in new window or tab >>Doing Language Policy: A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classes
2013 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[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.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2013. 83 p.
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 597Studies in Language and Culture, ISSN 1403-2570 ; 23
Conversation analysis, ethnomethodology, language policy, practiced language policy, language policing, classroom discourse, EFL, TEFL, codeswitching, Samtalsanalys, etnometodologi, språkpolitik, language policing, klassrumsinteraktion, engelskundervisning, kodväxling
National Category
General Language Studies and Linguistics
urn:nbn:se:liu:diva-100202 (URN)10.3384/diss.diva-100734 (DOI)978-91-7519-466-0 (print) (ISBN)
Public defence
2013-11-29, Key 1, House Key, Campus Valla, Linköping Univeristy, Linköping, 10:15 (English)
Available from: 2013-10-30 Created: 2013-10-30 Last updated: 2013-11-15Bibliographically approved

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Amir, AliaMusk, Nigel
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