Language ideologies, the soft g, and parody in the Turkish mother tongue classroom

Datos Bibliográficos

ID11293229
AutoresMartha Sif Karrebæk (0000-0001-7742-3077, autor de correspondencia), Özgün Nergiz
Año2019
Volumen38
Número6
Páginas625-651
Fecha de publicación2019-11-26
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaMultilingua (JOURNAL)
Identificadores de la revistaISSN: 0167-8507 • E-ISSN: 1613-3684
EditorialWalter de Gruyter GmbH (PUBLISHER • DE)
DOI10.1515/multi-2018-0086
OpenAlexW2928827034
IdiomaEN
Citas recibidas1
Referencias citadas30

Although not often discussed, complementary (‘mother tongue’) classrooms comprise participants who differ substantially in a number of ways. Differences comprise, e.g. participants’ orientations to and understandings of the indexicalities of linguistic registers, which may have been brought along from the presupposed country of origin. It has local consequences when students and teacher do not share normative models, and students refuse the teacher as an expert authority. For instance, it may disrupt the classroom order and complicate processes of classroom language socialization. The societal context of the complementary classroom also has a potential influence on the local effect of valorized differences. In this paper we illustrate how pronunciation differences are made salient in a Turkish mother tongue classroom in Denmark, and how pronunciation feeds into negotiations of expertise, authority and the keying of classroom activities. Situated humorous performance is juxtaposed and intertwined with practices that conventionally index learning. We compare the case study to the wider societal context to discuss how dominant ideologies of language and education contributed to the teacher’s challenges in the specific classroom setting

Context (archaeology · First language · Ideology · Linguistics · Negotiation · Normative · Pedagogy · Political science · Pronunciation · Salient · Situated · Social science · Socialization · Sociology · Turkish · Computer Science · History · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology