Language in late modernity : interaction in an urban school /
Provides a sociolinguistic account of classroom interaction, based on research in an inner-city high school
| Main Author: | |
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| Format: | Book |
| Language: | English |
| Published: |
Cambridge :
Cambridge University,
2006
Cambridge ; New York : Cambridge University Press, 2006 Cambridge : 2006 |
| Series: | Cambridge books online
Studies in interactional sociolinguistics ; 22 |
| Subjects: |
Table of Contents:
- Cover; Half-title; Series-title; Title; Copyright; Contents; Tables; Figures; Acknowledgements; Transcription conventions; Segmental phonetics; Vowels; Consonants; Prosody; Conversational features; Part I: Introduction; 1 Late modern language, interaction and schooling; Part II: Urban classroom discourse; 2 Talk in class at Central High; 3 Popular culture in the classroom; Part III: Performances of Deutsch; 4 Deutsch in improvised performance; 5 Ritual in the instruction and inversion of German; Part IV: The stylisation of social class; 6 Language and class I: theoretical orientations
- 1 Late modern language, interaction and schooling
- 2. Talk in class at central high
- 3. Popular culture in the classroom
- 4. Deutsch in improvised performance
- 5. Ritual in the instruction and inversion of German
- 6. Language and class I : theoretical orientations
- 7. Language and class II : empirical preliminaries
- 8. Schooling, class and stylisation
- 9. Classed subjectivities in interaction
- 10. Reflections on generalisation, theory and knowledge construction.
- 1 Late modern language, interaction and schooling 3
- 1.1 Late modernity and urban schooling 4
- 1.2 Late modernity in social and linguistic theory 12
- 1.3 Language and interaction 23
- 1.4 Empirical foci and analytic concepts 25
- 1.5 Fieldwork and data collection 31
- Part II Urban classroom discourse 39
- 2 Talk in class at Central High 41
- 2.1 Central High and Class '9A': an overview 43
- 2.2 Classroom authority and the IRE 48
- 2.3 A contrapuntal aesthetic 57
- 2.4 The exclusion of girls 63
- 2.5 Power relations and the classroom settlement 70
- 2.6 Canonical teacher-talk: a meagre genre 75
- 2.7 Historical change in the genre? 81
- 3 Popular culture in the classroom 94
- 3.1 Classrooms and popular media culture 96
- 3.2 Popular culture in class: a survey 99
- 3.3 Songs stuck in the head 102
- 3.4 The interactional potential of humming and singing 106
- 3.5 Humming and singing with friends in class: Joanne vs Hanif 110
- 3.6 Talk in class at Central High 117
- 3.7 Teacher-talk and student song 120
- 3.8 Summary: levels and genres in the analysis of cultural process 125
- Part III Performances of Deutsch 135
- 4 Deutsch in improvised performance 137
- 4.1 Reasons for the sociolinguistic neglect of instructed foreign languages 138
- 4.2 Discovering Deutsch in Inner London: frequency and sources 144
- 4.3 Deutsch in interaction 148
- 4.4 Deutsch: performance, music and ritual 163
- 4.5 Deutsch and the dynamics of identity 166
- 4.6 Explaining Deutsch 169
- 5 Ritual in the instruction and inversion of German 173
- 5.1 The organisation of the German lessons 175
- 5.2 Ritual in the language lessons 180
- 5.3 Student responses 183
- 5.4 Ritual both in the German lessons and in improvised Deutsch 190
- 5.5 Deutsch as an inversion of German 191
- 5.6 The socio-emotional dynamics of ritual and its rejection 197
- 5.7 Resume, and some speculative projections 201
- 5.8 Ritual in research on language and society 204
- 5.9 Ritual, education and change 206
- Part IV The stylisation of social class 213
- 6 Language and class I: theoretical orientations 215
- 6.1 Class and situated interaction 219
- 6.2 Class and other categories in situated interaction 221
- 6.3 Stylisation: secondary representations within practical activity 224
- 6.4 Guiding questions for the analysis of stylised posh, Cockney and social class 227
- 6.5 Sociolinguistic resources for the analysis of class and stylisation 228
- 6.6 Class trivialised with a late modern sociolinguistics? 233
- 7 Language and class II: empirical preliminaries 239
- 7.1 Focal informants and their backgrounds, aspirations and status 240
- 7.2 Articulated views and opinions about class 243
- 7.3 Sociolinguistic variability in everyday speech 252
- 7.4 Identifying stylised posh and Cockney 261
- 7.5 Stylisations of posh and Cockney unrelated to social class 263
- 8 Schooling, class and stylisation 269
- 8.1 The sociolinguistics of accent and school 271
- 8.2 Official ideologies in action 277
- 8.3 Mock posh retaliations to indignity 284
- 8.4 Stylised posh and Cockney transitions between work and play 293
- 8.5 Mapping class meaning in stylised communication 302
- 8.6 Stylisation in (historically) new forms of working-class identification 308
- 8.7 Local educational trajectories in the symbolisation of social class 312
- 8.8 Language attitudes at school: an update 317
- 9 Classed subjectivities in interaction 325
- 9.1 Sociolinguistics, cultural studies and classed subjectivities 327
- 9.2 Stylised posh and Cockney in peer-centred interaction 331
- 9.3 The 'high-low' cultural semantic 341
- 9.4 Posh and Cockney in the grotesque 346
- 9.5 Stylised Cockney, gender and sexuality 351
- 9.6 The dynamics of classed speech 360
- 9.7 Interaction, subjectivity and social class: sociolinguistics and cultural studies 369
- 9.8 Language and class in late modernity 377
- Part V Methodological reflections 383
- 10 Reflections on generalisation, theory and knowledge construction 385
- 10.1 Case studies, contextualisation and relevance 386
- 10.2 Underpinnings 389
- 10.2.1 Ontological assumptions about social reality 389
- 10.2.2 Ethnographic and linguistic epistemologies 391
- 10.2.3 Tools and procedures for data analysis 395
- 10.3 Knowledge production 398
- 10.3.1 Descriptive generalisations about particular types of practice 398
- 10.3.2 Modelling structural systems 399
- 10.3.3 Ecological descriptions 401
- 10.3.4 General interpretations sanctioned by a theoretical literature 403
- 10.3.5 Claiming cross-disciplinary relevance 407