Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-15T14:48:10.877Z Has data issue: false hasContentIssue false
  • English
  • Français

Affective stances in teacher-novice student interactions: Language, embodiment, and willingness to learn in a Swedish primary classroom

Published online by Cambridge University Press:  02 November 2012

Asta Cekaite
Asta Cekaite*
Affiliation:
Department of Child Studies, Linköping University, 581 83 Linköping, Swedenasta.cekaite@liu.se
Get access Rights & Permissions [Opens in a new window]

Abstract

The present study explores a child, language, and cultural novice's affective and moral socialization during her first year in a Swedish first-grade classroom. Within the language socialization framework, it focuses on the lexicogrammatical and embodied organization of the novice's affectively charged noncompliant responses to (teacher) instructional directives, and the teachers' socializing responsive moves (contextualizing them within local and wider societal values and ideologies). The methods adopted combine a microanalytic approach with ethnographic analyses of socialization within a classroom community.

Longitudinal tracking of the novice's stances demonstrated a trajectory across which socialization into normatively predictable cultural patterns did not occur. As shown, the student's affective stances and the teachers' socializing responses were consequential for the emergence of her “bad subject,” that is, her socioculturally problematic identity (from a “resigned” to an “oppositional” student who was “unwilling” to learn). Such deviant cases, it is argued, provide insights into the contested and dynamic aspects of second language socialization and demonstrate how affective (and moral) stances are mobilized as resources in the indexing of institutional identities. (Language socialization, language novice, affective stance, teacher-student interactions, directive sequences, embodiment, volition)*

Type
Articles
Information
Language in Society , Volume 41 , Issue 5 , November 2012 , pp. 641 - 670
Copyright
Copyright © Cambridge University Press 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Baquedano-Lopez, Patricia (2001). Language socialization in children's religious education: The discursive and affective construction of identity. In Leather, Jonathan & van Dam, Jet (eds.), Ecology of language acquistion, 107–22. Dordrecht: Kluwer.Google Scholar
Burdelski, Matthew, & Mitsuhashi, Koji (2010). “She thinks you are kawaii”: Socializing affect, gender and relationships in a Japanese preschool. Language in Society 39:65–93.CrossRefGoogle Scholar
Cekaite, Asta (2007). A child's development of interactional competence in a Swedish L2 classroom. The Modern Language Journal 91:45–62.CrossRefGoogle Scholar
Cekaite, Asta (2010). Shepherding the child: Embodied directive sequences in parent-child interactions. Text & Talk 30:1–25.CrossRefGoogle Scholar
Cook, Haruko (1997). The role of the Japanese masu form in caregiver-child conversation. Journal of Pragmatics 28:695–718.CrossRefGoogle Scholar
Du Bois, John W. (2007). The stance triangle. In Englebretson, Robert (ed.), Stance in discourse: Subjectivity in interaction, 13–182. Amsterdam: John Benjamins.Google Scholar
Duff, Patricia (2012). Second language socialization. In Duranti et al., 564–86.Google Scholar
Duranti, Alessandro (2012). Verbal socialization and verbal improvization. In Duranti et al., 443–63.Google Scholar
Duranti, Alessandro; Ochs, Elinor; & Schieffelin, Bambi B. (eds.) (2012). The handbook of language socialization. Malden, MA: Wiley-Blackwell.Google Scholar
Durkheim, Emile (1984). The division of labor in society. New York: The Free Press.CrossRefGoogle Scholar
Ervin-Tripp, Susan; O'Connor;, Mary & Rosenberg, Jarrett (1984). Language and power in the family. In Kramarae, Cheris, Schulz, Muriel, & O'Barr, William (eds), Language and power, 116–35. Los Angeles: Sage.Google Scholar
Evaldsson, Ann-Carita, & Asta, Cekaite (2010). Subverting and reproducing linguistic norms in peer groups. Pragmatics 20:587–605.Google Scholar
Foucault, Michel (1995). Discipline and punish. 2nd edn.New York: Vintage Books.Google Scholar
Goffman, Erving (1978). Response cries. Language 54:787–815.CrossRefGoogle Scholar
Goffman, Erving (1981). Forms of talk. Cambridge: Cambridge University Press.Google Scholar
Goodwin, Charles (2000). Action and embodiment within situated human interaction. Journal of Pragmatics 32:1489–1522.CrossRefGoogle Scholar
Goodwin, Charles (2007). Participation, stance and affect in the organization of activities. Discourse in Society 18:53–73.CrossRefGoogle Scholar
Goodwin, Marjorie Harness (2006). Participation, affect, and trajectory in family directive/response sequences. Text & Talk 26:515–44.CrossRefGoogle Scholar
Goodwin, Marjorie Harness; Cekaite, Asta; & Goodwin, Charles (2012). Emotion as stance. In Peräkylä, Ansi & Sorjönen, Marja-Lena (eds.), Emotion in interaction. Oxford: Oxford University Press, 16–41.CrossRefGoogle Scholar
Goodwin, Marjorie Harness, & Goodwin, Charles (2000). Emotion within situated activity. In Budvig, Nancy, Uzgiris, Ina C., & Wertsch, Jim (eds.), Communication: An arena of development, 33–54. Stamford, CT: Ablex.Google Scholar
Goodwin, Marjorie Harness, & Kyratzis, Amy (2012). Peer language socialization. In Duranti et al., 365–90.Google Scholar
He, Agnes W. (2000). The grammatical organization of teacher's directives: Implications for socialization of Chinese American children. Linguistics and Education 11:119–40.CrossRefGoogle Scholar
Howard, Katherine (2009). “When meeting Khun teacher, each time we should pay respect”: Standardizing respect in a Northern Thai classroom. Language and Education 20:254–72.Google Scholar
Jackson, Philip (1968). Life in classrooms. New York: Holt, Rinehart & Winston.Google Scholar
Jaffe, Alexandra (2009). Introduction: The sociolinguistics of stance. In Jaffe, Alexandra (ed.), Stance: Sociolinguistic perspective, 3–28. Oxford: Oxford University Press.CrossRefGoogle Scholar
Kulick, Don, & Schieffelin, Bambi (2004). Language socialization. In Duranti, Alessandro (ed.), A companion to linguistic anthropology, 349–68. Malden, MA: Blackwell.Google Scholar
Lo, Adrienne (2004). Evidentiality and morality in a Korean heritage language school. Pragmatics 14:235–56.Google Scholar
Lo, Adrienne (2009). Lessons about respect and affect in a Korean American heritage language school. Linguistics and Education 20:217–34.CrossRefGoogle Scholar
Moore, Leslie (2008). Body, text, and talk in Maroua Fulbe Qur'anic schooling. Text & Talk 28:643–65.CrossRefGoogle Scholar
Murphy, Keith M., & Throop, Jason (2010). Willing contours. In Murphy, Keith M. & Throop, Jason (eds.), Toward and anthropology of the will, 1–27. Stanford, CA: Stanford University Press.Google Scholar
Ochs, Elinor (1988). Culture and language development. Cambridge: Cambridge University Press.Google Scholar
Ochs, Elinor (1996). Linguistic resources for socializing humanity. In Gumperz, John & Levinson, Steven (eds.), Rethinking linguistic relativity, 407–37. New York: Cambridge University Press.Google Scholar
Ochs, Elinor, & Schieffelin, Bambi (1989). Language has a heart. Text 9:7–25.Google Scholar
Perdue, Clive (ed.) (2000). The structure of learner varieties. Studies in Second Language acquisition 22:299–305.CrossRefGoogle Scholar
Pontecorvo, Clotilde; Fasulo, Alesandra; & Sterponi, Laura. (2001). Mutual apprentices: The making of parenthood and childhood in family dinner conversations. Human development 44:340–61.CrossRefGoogle Scholar
Poole, Deborah (1992). Language socialization in the second language classroom. Language Learning 42:593–616.CrossRefGoogle Scholar
Rymes, Betsy, & Pash, Diana (2001). Questioning identity: The case of one second-language learner. Anthropology and Education Quartely 32:276–300.CrossRefGoogle Scholar
Scheibman, Joanne (2007). Subjective and intersubjective use of generalizations in English conversations. In Engelbretson, Robert (ed.), Stancetaking in discourse, 111–38. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Schieffelin, Bambi (1990). The give and take of everyday life: Language socialization of Kaluli children. New York: Cambridge University Press.Google Scholar
Talmy, Steven (2008). The cultural productions of ESL student at Tradewinds High: Contingency, multidirectionality, and identity in L2 socialization. Applied Linguistics 29:619–44.CrossRefGoogle Scholar
Willett, Jerri (1995). Becoming first graders in an L2: An ethnographic study of L2 socialization. TESOL Quarterly 29:473–503.CrossRefGoogle Scholar
Wortham, Stanton E. F. (2004). From the good student to outcast: The emergence of classroom identity. Ethos 32:164–87.CrossRefGoogle Scholar
Wortham, Stanton E. F. (2006). Learning identity. New York: Cambridge University Press.Google Scholar