Breaking classroom silences: a view from linguistic ethnography

Ben Rampton*, Constadina Charalambous

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

17 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)4-21
Number of pages18
JournalLanguage And Intercultural Communication
Volume16
Issue number1
DOIs
Publication statusE-pub ahead of print - 2 Jan 2016

Keywords

  • discourse
  • Ethnography
  • identity
  • ideology
  • linguistic diversity
  • pedagogy

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