Breaking classroom silences: a view from linguistic ethnography

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 f...

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Published inLanguage and intercultural communication Vol. 16; no. 1; pp. 4 - 21
Main Authors Rampton, Ben, Charalambous, Constadina
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.01.2016
Taylor & Francis Ltd
Subjects
Case studies
Classroom Communication
Conflict
Cyprus
discourse
Discourse Analysis
Education policy
Educational Policy
England (London)
English
English language
Ethnography
Ethnolinguistics
Foreign Countries
Greek
Greek language
identity
ideology
Intervention
Language Attitudes
Language Tests
linguistic diversity
Nonstandard Dialects
Oral Language
pedagogy
Second Language Instruction
Second Language Learning
Secondary education
Secondary School Students
Self Concept
Social Differences
Standard Spoken Usage
Teacher Education
Teaching Methods
Test Preparation
Turkish
Turkish language
Cyprus
United Kingdom (London)
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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.
AbstractList 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.
Audience Secondary Education
Author Charalambous, Constadina
Rampton, Ben
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  givenname: Constadina
  surname: Charalambous
  fullname: Charalambous, Constadina
  organization: European University Cyprus - Education Sciences
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10.1111/j.1467-9841.2007.00341.x
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10.1515/text.1.1983.3.3.277
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SubjectTerms Case studies
Classroom Communication
Conflict
Cyprus
discourse
Discourse Analysis
Education policy
Educational Policy
England (London)
English
English language
Ethnography
Ethnolinguistics
Foreign Countries
Greek
Greek language
identity
ideology
Intervention
Language Attitudes
Language Tests
linguistic diversity
Nonstandard Dialects
Oral Language
pedagogy
Second Language Instruction
Second Language Learning
Secondary education
Secondary School Students
Self Concept
Social Differences
Standard Spoken Usage
Teacher Education
Teaching Methods
Test Preparation
Turkish
Turkish language
Title Breaking classroom silences: a view from linguistic ethnography
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