Breaking Classroom Silences: A View from Linguistic Ethnography

Autor/inn/en	Rampton, Ben; Charalambous, Constadina
Titel	Breaking Classroom Silences: A View from Linguistic Ethnography
Quelle	In: Language and Intercultural Communication, 16 (2016) 1, S.4-21 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2015.1115053
Schlagwörter	Ethnography; Educational Policy; Turkish; Secondary School Students; Classroom Communication; Social Differences; Teacher Education; Standard Spoken Usage; English; Greek; Foreign Countries; Self Concept; Discourse Analysis; Teaching Methods; Conflict; Second Language Learning; Second Language Instruction; Oral Language; Language Tests; Test Preparation; Intervention; Language Attitudes; Nonstandard Dialects; Cyprus; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ethnografie; Politics of education; Bildungspolitik; Türkisch; Sekundarschüler; Klassengespräch; Sozialer Unterschied; Lehrerausbildung; Lehrerbildung; Gesprochene Sprache; Umgangssprache; English language; Englisch; Grieche; Griechisch; Ausland; Selbstkonzept; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Konflikt; Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Sprachverhalten; Zypern
Abstract	This paper addresses potentially problematic classroom episodes in which someone foregrounds a social division that is normally taken for granted. It illustrates the way in which linguistic ethnography can unpack the layered processes that collide in the breaking of silence, showing how linguistic form and practice, individual positioning, local institutional history and national education policy development all count, and it discusses the value of situated interactional data for teacher development. It presents two case studies, involving a Turkish language class in a Greek-Cypriot secondary school, and a discussion of Standard English in an inner London comprehensive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01