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Stylisations as teacher practice

Published online by Cambridge University Press:  13 August 2014

Jürgen Jaspers
Jürgen Jaspers*
Affiliation:
Université Libre de Bruxelles (ULB), Département de langues et littératures, Avenue F.D. Roosevelt 50, CP 175, 1050 Brussels, Belgiumjurgen.jaspers@ulb.ac.be
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Abstract

Studies on stylised language use have tended to focus on the creative exploitation of linguistic heteroglossia among urban multi-ethnic youth. This article argues that there are good reasons for exploring how such practices can also be initiated by norm-enforcing white adults such as teachers. I report on linguistic ethnographic fieldwork in one mixed-ethnicity class at a Brussels Dutch-medium school and describe how one teacher often produced the creative, stylised language use one usually associates with younger speakers. The analysis emphasizes that while teacher stylisations provided alleviation from the friction between linguistic expectations and the reality of the classroom floor, they were also functional in maintaining the school linguistic policy inasmuch as they typified nonstylised, nonaccented, and standard language use as normal and expected. These findings suggest that stylisations can be closely tuned to linguistic normativity and reproductive of wider patterns of sociolinguistic stratification. (Stylisations, urban heteroglossia, crossing, classroom interaction, Brussels, Dutch, enregisterment)*

Type
Articles
Information
Language in Society , Volume 43 , Issue 4 , September 2014 , pp. 371 - 393
Copyright
Copyright © Cambridge University Press 2014 

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