Codeswitching and Stance: Issues in Interpretation

Autor/in	Jaffe, Alexandra
Titel	Codeswitching and Stance: Issues in Interpretation
Quelle	In: Journal of Language, Identity, and Education, 6 (2007) 1, S.53-77 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348450701341006
Schlagwörter	Ethnography; Bilingual Education; Classroom Communication; Code Switching (Language); Foreign Countries; French; Language Usage; Language of Instruction; Bilingual Teachers; Teacher Attitudes; Teacher Behavior; Language Attitudes; Social Environment; Political Issues; Native Language Instruction; Uncommonly Taught Languages; France + Suchen Sie Ihr Suchwort? Ethnografie; Bilingual teaching; Bilingualer Unterricht; Klassengespräch; Ausland; Französisch; Sprachgebrauch; Teaching language; Unterrichtssprache; Lehrerverhalten; Teacher behaviour; Sprachverhalten; Soziales Umfeld; Politischer Faktor; Native language education; Muttersprachlicher Unterricht; Minderheitensprache; Frankreich
Abstract	This article explores the long-standing problem of ascribing meaning to individual acts of codeswitching. Drawing on ethnographic data from bilingual classrooms in Corsica, I situate the analysis of codeswitching within the more general question of the interpretation of speaker stance, which is defined as speakers' positioning with regard to both the content and the form of their utterances. Close analysis of recorded classroom interaction focuses on the teacher's codeswitches, and documents the way she distributes Corsican and French across different classroom discourse functions. This analysis reveals how the teacher simultaneously strives for balance and parity between the two languages, while privileging Corsican as a language of discovery and learning. In addition, the analysis reveals how this relates to the social and political context of Corsican language learning. Finally, this data is used to make an argument for the necessity of an ethnographically grounded analysis of speaker intentions and stances. (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10