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Swedish as multiparty work: Tailoring talk in a second language classroom
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.ORCID iD: 0000-0003-4862-0009
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This dissertation examines classroom conversations involving refugee and immigrant youth in a second language (L2) introduction program, exploring how L2 Swedish emerges as a multiparty accomplishment by both the teacher and the students. Drawing on forty hours of video-recorded Swedish L2 classroom conversations, as well as on observations and informal interviews, it focuses on talk as a form of social action. Theoretically and methodologically, the dissertation primarily combines insights from language socialization and social constructionist frameworks and detailed transcriptions informed by conversation analysis.

Study I documents how schooled Swedish as a second language (SSL) student identities emerged as performative effects of how the students in school activities were addressed as “ethnic” students, and how they managed to handle, adopt, and contest being positioned as the Other. Study II records classroom performances and the formation of a community of practice. The analyses cover how students’ verbal improvisations (repetitions, stylizations, and laughter) and alignments to local registers authenticate SSL identities. The findings show how stylizations were important resources for metalinguistic reflections on correctness, and for the establishment of a local language ideology. Study III documents the interactional nature of classroom repair work. Detailed analyses of correction sequences and trajectories show that both the teacher and the students produced ambiguous other-corrections, illuminating the intricate multiparty work in correction trajectories.

In brief, this dissertation illuminates multiparty aspects of classroom L2 socialization. The analyses of classroom talk show how both teacher and student investments in language competencies and local ideologies of correct Swedish or style, as well as participation and identity work, are co-constructed through participants’ tailoring of talk.

Place, publisher, year, edition, pages
Stockholm: Department of Child and Youth Studies, Stockholm University , 2015.
Keyword [en]
SSL education, language socialization, conversation analysis, identity work, participation, participation frameworks, classroom community, performance, verbal improvisations, alignment, repair work, multiparty talk, peer corrections, tailoring talk
National Category
Educational Sciences
Research subject
Child and Youth Science
Identifiers
URN: urn:nbn:se:su:diva-115855ISBN: 978-91-7649-154-6 (print)OAI: oai:DiVA.org:su-115855DiVA: diva2:800955
Public defence
2015-05-29, De Geersalen, Geovetenskapens hus, Svante Arrhenius väg 14, Stockholm, 13:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Manuscript. Paper 3: Accepted.

Available from: 2015-05-07 Created: 2015-04-04 Last updated: 2015-06-23Bibliographically approved
List of papers
1. Constructing the Other in the "inclusive school": Paradoxical practices and identification in SSL education
Open this publication in new window or tab >>Constructing the Other in the "inclusive school": Paradoxical practices and identification in SSL education
(English)Manuscript (preprint) (Other academic)
National Category
Educational Sciences
Research subject
Child and Youth Science
Identifiers
urn:nbn:se:su:diva-115854 (URN)
Available from: 2015-04-08 Created: 2015-04-04 Last updated: 2015-04-09
2. Stylizations and alignments in a L2 classroom: Multiparty work in forming a community of practice
Open this publication in new window or tab >>Stylizations and alignments in a L2 classroom: Multiparty work in forming a community of practice
2015 (English)In: Language & Communication, ISSN 0271-5309, E-ISSN 1873-3395, Vol. 43, 11-26 p.Article in journal (Refereed) Published
Abstract [en]

In a single-case analysis of classroom conversations, Swedish was both the target language and lingua franca. The analyses (based on a corpus of 40 h of video-recordings) document the role of stylizations and alignments in the building of a community of practice in a L2 classroom for migrant students. The analyses cover participants' perspectives as they appeared in their ways of deploying local registers, on the one hand, and standard Swedish, on the other. Stylizations and laughter were important resources for the establishment of local language ideologies. The analyses extend work on classroom performance and communities of practice, documenting in detail how a community is partly talked into being, shaped through stylizations and other alignments.

National Category
Educational Sciences
Research subject
Child and Youth Science
Identifiers
urn:nbn:se:su:diva-115856 (URN)10.1016/j.langcom.2015.03.004 (DOI)000358459500002 ()
Available from: 2015-04-08 Created: 2015-04-04 Last updated: 2017-12-04Bibliographically approved
3. Corrections as multiparty accomplishments in L2 classroom conversations
Open this publication in new window or tab >>Corrections as multiparty accomplishments in L2 classroom conversations
2015 (English)In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 30, 66-80 p.Article in journal (Refereed) Published
Abstract [en]

Much research on classroom talk has had a dyadic teacher-student bias. This study documents multiparty aspects of repair work through analyses of talk in a classroom community. Drawing on 40h of video-recordings from Swedish L2 lessons in a language immersion classroom, participant contributions were analyzed as those of a party (Schegloff, 1995), rather than merely as individual contributions. The detailed analyses of correction trajectories reveal that both the teacher and the students produced exposed corrections (Jefferson, 1987) as well as embedded corrections (corrective recasts). The analyses illuminate the teacher's sustained efforts in tailoring classroom talk to the classroom community's displayed understanding and varying skills, something that involved a continuous balancing act between form-accuracy and conversational progressivity. Moreover, the analyses document student agency (e.g. vicarious responses, chorus responses and peer corrections). In moving away from a dyadic bias, this study of repair work contributes to situated analyses of classroom corrections.

Keyword
Multiparty talk, Peer corrections, Correction trajectories, Exposed versus embedded corrections, Disambiguation, Conversation analysis
National Category
Educational Sciences
Research subject
Child and Youth Science
Identifiers
urn:nbn:se:su:diva-115857 (URN)10.1016/j.linged.2015.03.007 (DOI)000368100500006 ()
Available from: 2015-04-08 Created: 2015-04-04 Last updated: 2017-12-04Bibliographically approved

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