Social organization through teacher-talk Subteaching, socialization and the normative use of language in a multilingual primary class_Image_Marked资料.pdf

Linguistics and Education 23 (2012) 310–322 Contents lists available at SciVerse ScienceDirect Linguistics and Education j o u r n a l h o m ep a g e : w w w . el sevier.c om/ locate /linged Social organization through teacher-talk: Subteaching, socialization and the normative use of language in a multilingual primary class Alicia Copp Mökkönen ∗ University ofJyväskylä, Finland a r t i c l e i n f o a b s t r a c t Article history: The present study explores the ways in which peers take up a teacher-like discourse to Available online 20 July 2012 enforce normative uses of language in a classroom, effectively socializing one another to the institutional use of English which in turn signals class membership. Such an uptake of teacher-like discourses and practices can be characterized as subteaching (Tholander Aronsson, 2003). Data are drawn from an ethnographic study spanning the first and second Keywords: grade for a group of students enrolled in English medium education in Finland, and the Language socialization analysis centers on transcripts of classroom interaction. Findings indicate that students Classroom ethnography draw on subteaching actions to negotiate alignments and to sanction others, maintaining Peer-interaction social order, and constructing situated identities. Language norms