Difference between revisions of "Bonacina-Pugh2013"
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|Author(s)=Florence Bonacina-Pugh | |Author(s)=Florence Bonacina-Pugh | ||
|Title=Categories and language choice in multilingual classrooms: the relevance of ‘teacher-hood’ | |Title=Categories and language choice in multilingual classrooms: the relevance of ‘teacher-hood’ | ||
| − | |Tag(s)=Membership Categorization Analysis; EMCA; Multilingualism; Classroom; Language Choice; French; | + | |Tag(s)=Membership Categorization Analysis; EMCA; Multilingualism; Classroom; Language Choice; French; |
|Key=Bonacina-Pugh2013 | |Key=Bonacina-Pugh2013 | ||
|Year=2013 | |Year=2013 | ||
| + | |Language=English | ||
|Journal=Language and Education | |Journal=Language and Education | ||
|Volume=27 | |Volume=27 | ||
|Number=4 | |Number=4 | ||
| − | |Pages= | + | |Pages=298–313 |
| − | | | + | |URL=https://www.tandfonline.com/doi/abs/10.1080/09500782.2013.788021 |
| + | |DOI=10.1080/09500782.2013.788021 | ||
|Abstract=This paper introduces Membership Categorisation Analysis to the study of language choice in multilingual classrooms. Building on the argument developed in studies of bilingual talk in non-educational settings that language choice is a category-bound activity, it aims to investigate the extent to which categories are relevant to language choice and alternation acts in multilingual classrooms. The discussion is based on a case study of an induction classroom for newly arrived immigrant children in France where multiple languages are used in addition to French, the language prescribed by the school language policy. A Membership Categorisation Analysis of a corpus of interaction audio-recorded in this classroom shows that the category ‘teacher-hood’ (a term I propose to refer to ‘doing being’ the teacher) is relevant to language choice and alternation acts. More specifically, in this classroom, language choice acts are bound to the category ‘teacher-hood’ and the co-selective relationship between ‘teacher-hood’ and language choice is used by the classroom participants as a ‘practiced language policy’; that is, as a way to know what language(s) is appropriate in interaction. I further show how the classroom participants creatively play with the performance of ‘teacher-hood’ to allow multiple languages in interaction. | |Abstract=This paper introduces Membership Categorisation Analysis to the study of language choice in multilingual classrooms. Building on the argument developed in studies of bilingual talk in non-educational settings that language choice is a category-bound activity, it aims to investigate the extent to which categories are relevant to language choice and alternation acts in multilingual classrooms. The discussion is based on a case study of an induction classroom for newly arrived immigrant children in France where multiple languages are used in addition to French, the language prescribed by the school language policy. A Membership Categorisation Analysis of a corpus of interaction audio-recorded in this classroom shows that the category ‘teacher-hood’ (a term I propose to refer to ‘doing being’ the teacher) is relevant to language choice and alternation acts. More specifically, in this classroom, language choice acts are bound to the category ‘teacher-hood’ and the co-selective relationship between ‘teacher-hood’ and language choice is used by the classroom participants as a ‘practiced language policy’; that is, as a way to know what language(s) is appropriate in interaction. I further show how the classroom participants creatively play with the performance of ‘teacher-hood’ to allow multiple languages in interaction. | ||
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Latest revision as of 08:15, 5 December 2019
| Bonacina-Pugh2013 | |
|---|---|
| BibType | ARTICLE |
| Key | Bonacina-Pugh2013 |
| Author(s) | Florence Bonacina-Pugh |
| Title | Categories and language choice in multilingual classrooms: the relevance of ‘teacher-hood’ |
| Editor(s) | |
| Tag(s) | Membership Categorization Analysis, EMCA, Multilingualism, Classroom, Language Choice, French |
| Publisher | |
| Year | 2013 |
| Language | English |
| City | |
| Month | |
| Journal | Language and Education |
| Volume | 27 |
| Number | 4 |
| Pages | 298–313 |
| URL | Link |
| DOI | 10.1080/09500782.2013.788021 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper introduces Membership Categorisation Analysis to the study of language choice in multilingual classrooms. Building on the argument developed in studies of bilingual talk in non-educational settings that language choice is a category-bound activity, it aims to investigate the extent to which categories are relevant to language choice and alternation acts in multilingual classrooms. The discussion is based on a case study of an induction classroom for newly arrived immigrant children in France where multiple languages are used in addition to French, the language prescribed by the school language policy. A Membership Categorisation Analysis of a corpus of interaction audio-recorded in this classroom shows that the category ‘teacher-hood’ (a term I propose to refer to ‘doing being’ the teacher) is relevant to language choice and alternation acts. More specifically, in this classroom, language choice acts are bound to the category ‘teacher-hood’ and the co-selective relationship between ‘teacher-hood’ and language choice is used by the classroom participants as a ‘practiced language policy’; that is, as a way to know what language(s) is appropriate in interaction. I further show how the classroom participants creatively play with the performance of ‘teacher-hood’ to allow multiple languages in interaction.
Notes
