Hypothetical Reported Speech as Pedagogical Practice in Multilingual Classrooms in India

Autor/in	Chandras, Jessica
Titel	Hypothetical Reported Speech as Pedagogical Practice in Multilingual Classrooms in India
Quelle	In: Language and Education, 36 (2022) 4, S.297-311 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chandras, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.1981368
Schlagwörter	Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Indians; Foreign Countries; Speech Communication; Multilingualism; Moral Values; Power Structure; Intercultural Communication; Humor; Teacher Attitudes; Teacher Student Relationship; Language Usage; Secondary School Teachers; College Faculty; Classroom Techniques + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Inder; Ausland; Mehrsprachigkeit; Multilingualismus; Moral value; Ethischer Wert; Interkulturelle Kommunikation; Humoristische Darstellung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachgebrauch; Fakultät; Klassenführung
Abstract	In classrooms in India where the instructional language is to be English, speakers use reported speech in Indian regional languages for pedagogical purposes, renegotiating the roles and statuses among languages in the multilingual setting. Reported speech is a form of indirect speech used when a speaker quotes another in a way that they voice the other speaker. Reported speech of hypothetical speakers presents moral arguments, negotiates roles of status and power, and can settle disputes, but few findings point to hypothetical reported speech for instruction in classrooms. Teachers who claim to use only English in their secondary school and college classrooms quoted hypothetical invented speakers using another language for humorous colloquial speaking commonly found outside of the classroom. The practice distances teachers from the content of their hypothetical reported speech to maintain their roles as authority figures in the English-only classrooms while imbuing languages with different values. Reported speech critiques and clarifies to build rapport with students by introducing humor to maintain classroom control, socialize student behavior, and introduce unsanctioned languages into lessons within broader societal linguistic expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01