liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Doing Language Policy: A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classes
Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
2013 (English)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Att göra språkpolitik : en mikrointeraktionell studie av språkpolitisk praktik i engelskundervisning (English)
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.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 597Studies in Language and Culture, ISSN 1403-2570 ; 23
Keyword [en]
Conversation analysis, ethnomethodology, language policy, practiced language policy, language policing, classroom discourse, EFL, TEFL, codeswitching
Keyword [sv]
Samtalsanalys, etnometodologi, språkpolitik, language policing, klassrumsinteraktion, engelskundervisning, kodväxling
National Category
General Language Studies and Linguistics
Identifiers
URN: urn:nbn:se:liu:diva-100202DOI: 10.3384/diss.diva-100202ISBN: 978-91-7519-466-0 (print)OAI: oai:DiVA.org:liu-100202DiVA: diva2:660735
Public defence
2013-11-29, Key 1, House Key, Campus Valla, Linköping Univeristy, Linköping, 10:15 (English)
Opponent
Supervisors
Available from: 2013-10-30 Created: 2013-10-30 Last updated: 2017-01-10Bibliographically approved
List of papers
1. Language policing: Micro-level language policy-in-process in the foreign language classroom
Open this publication in new window or tab >>Language policing: Micro-level language policy-in-process in the foreign language classroom
2013 (English)In: Classroom Discourse, ISSN 1946-3014, E-ISSN 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
Keyword
conversation analysis, classroom interaction, practiced language policy, code-switching, language policing.
National Category
Specific Languages Learning
Identifiers
urn:nbn:se:liu:diva-96370 (URN)10.1080/19463014.2013.783500 (DOI)
Available from: 2013-08-15 Created: 2013-08-15 Last updated: 2017-12-06Bibliographically approved
2. Self-policing in the English as a Foreign Language classroom
Open this publication in new window or tab >>Self-policing in the English as a Foreign Language classroom
2013 (English)In: Novitas-ROYAL, ISSN 1307-4733, E-ISSN 1307-4733, Vol. 7, no 2, 84-105 p.Article in journal (Refereed) 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.

Keyword
Classroom interaction, code-switching, conversation analysis, language policy, English as a Foreign Language (EFL), language in education policy (LIEP)
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-100197 (URN)
Available from: 2013-10-30 Created: 2013-10-30 Last updated: 2017-12-06Bibliographically approved
3. Pupils Doing Language Policy: Micro-interactional insights from the English as a foreign language classroom
Open this publication in new window or tab >>Pupils Doing Language Policy: Micro-interactional insights from the English as a foreign language classroom
2014 (English)In: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 8, no 2, 93-113 p.Article in journal (Refereed) Published
Abstract [en]

In this paper, we examine instances of the methods pupils deploy to do language policy in an English as a foreign language classroom in Sweden, where there is a locally practised English-only rule. Although we exemplify some more tacit methods of constructing a monolingual classroom (Slotte-Lüttge 2007), we focus primarily on instances where pupils police other pupils and on occasion even the teacher, when they are perceived not to be upholding the rule. This blatantly explicit method of pupils doing language policy, which we term language policing, generally serves to (re-)establish and maintain English as the medium of interaction and instruction. The data for this study consists of video-recordings of 18 EFL lessons in an International Swedish school and was collected in grade 8 and 9 classes (15-16 year olds) between the years 2007-2010. In order to reveal the interactional orientations of the participants in situ (Seedhouse, 1998:101), conversation analysis has been used to identify and analyse naturally occurring cases of pupils doing language policy. By discussing the analyses with reference to different policing trajectories, how participants employ a range of initiator techniques, and the nature and distribution of their policing methods, for example, we elucidate the empirical basis for our subcategories of pupil- initiated policing. We also relate language policing practices to the maintenance of a monolingual classroom and conclude that establishing and maintaining the English-only rule “sufficient[ly] for all practical purposes” is a routine matter (cf. Zimmerman 1971:227), since little language policing is needed to maintain it. In cases where the language rule is breached, both pupils and teacher play an active role in (re-)establishing themonolingual classroom.

Place, publisher, year, edition, pages
Centre for Applied Language Studies, University of Jyväskylä, 2014
Keyword
Conversation Analysis, practiced language policy, language policing, English as a Foreign Language (EFL), codeswitching.
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-109347 (URN)
Available from: 2014-08-14 Created: 2014-08-14 Last updated: 2017-01-10Bibliographically approved

Open Access in DiVA

Doing Language Policy: A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classes(4586 kB)2154 downloads
File information
File name FULLTEXT01.pdfFile size 4586 kBChecksum SHA-512
cccc97bdd9d857e80b9c0b516491ce0c1b3ea509f0da78d719d0f0c9a2c7c910bcbc713e9a2bf8ef5b57808aa70452fce9e3fb08c49b116cd1f6e1a055606e56
Type fulltextMimetype application/pdf
omslag(3485 kB)66 downloads
File information
File name COVER01.pdfFile size 3485 kBChecksum SHA-512
66c72a703594c22452e72c6e00adfcc51cdcd9dcdb3d02a46d9844d31b1821eef0d1efad947dd7cf2929c0b22a3d17078269ed9004b7ebffbc0b7f2e921a2577
Type coverMimetype application/pdf

Other links

Publisher's full text

Authority records BETA

Amir, Alia

Search in DiVA

By author/editor
Amir, Alia
By organisation
Language and CultureFaculty of Arts and Sciences
General Language Studies and Linguistics

Search outside of DiVA

GoogleGoogle Scholar
Total: 2154 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
isbn
urn-nbn

Altmetric score

doi
isbn
urn-nbn
Total: 3232 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf