SELF-POLICING IN THE ENGLISH AS A FOREIGN LANGUAGE CLASSROOM
Journal Title: Novitas-ROYAL (Research on Youth and Language) - Year 2013, Vol 7, Issue 2
Abstract
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.
Authors and Affiliations
Alia Amir
Keywords
Related Articles
- EP ID EP88399
- DOI -
- Views 142
- Downloads 0
CHILDREN'S DEVELOPING AWARENESS OF THE COMPLEX MEANINGS OF THE "SLEEP VERBS"
This study aimed at examining the semantic acquisition of two sets of converse verbs associated with 'sleep': sleep-get up, fall asleep-wake up by Hebrew speaking children aged 2-12. It was hypothesized that the or...
THE ROLE OF GIVEN INFORMATION ON THE SPEED OF THE COMPREHENSION OF CONTEXT AND NON-CONTEXT BASED INFORMATION IN EFL LEARNERS
The significance of comprehension in the process of second language learning/ acquisition seems to be admitted in almost all current theories. The present research studies the impact of given information on comprehension...
“KUKI GA YOMENAI”: SITUATED FACE-THREATENING ACT WITHIN JAPANESE SOCIAL INTERACTION
VALIDATING MYSELF-AS-A-LEARNER SCALE (MALS) IN THE TURKISH CONTEXT
This study aims to explore the construct structure of the Turkish version of the Myself-As-A-Learner Scale (MALS), which was designed to measure academic self-concept. A translated version of MALS was administered to 4...
ACQUISITION SEQUENCE OF FOUR CATEGORIES OF NON-GENERIC USE OF THE ENGLISH DEFINITE ARTICLE THE BY TURKISH SPEAKERS
In all languages there are linguistic forms that seem simple to acquire, but difficulty in their acquisition can be posed by their function, which might be too complex to understand. The definite article the...