Self-policing in the English as a Foreign Language classroom
2013 (English)In: Novitas-ROYAL, ISSN 1307-4733, Vol. 7, no 2, 84-105 p.Article in journal (Refereed) Published
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.
Place, publisher, year, edition, pages
2013. Vol. 7, no 2, 84-105 p.
Classroom interaction, code-switching, conversation analysis, language policy, English as a Foreign Language (EFL), language in education policy (LIEP)
IdentifiersURN: urn:nbn:se:liu:diva-100197OAI: oai:DiVA.org:liu-100197DiVA: diva2:660709