Language in late modernity: interaction in an urban school
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge [u.a.]
Cambridge Univ. Press
2006
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Studies in interactional sociolinguistics
22 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVIII, 443 S. |
| ISBN: | 9780521812634 0521812631 |
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Datensatz im Suchindex
| _version_ | 1804135250346901504 |
|---|---|
| adam_text | Contents
List of tables page xi
List of figures xii
Acknowledgements xiv
Transcription conventions xvi
Part I Introduction 1
1 Late modern language, interaction and schooling 3
1.1 Late modernity and urban schooling 4
1.2 Late modernity in social and linguistic theory 12
1.3 Language and interaction 23
1.4 Empirical foci and analytic concepts 25
1.5 Fieldwork and data collection 3 I
Part II Urban classroom discourse 39
2 Talk in class at Central High 41
2.1 Central High and Class 9A : an overview 43
2.2 Classroom authority and the IRK 4S
2.i A contrapuntal aesthetic
2.4 The exclusion ot girls ( «i
1.5 Power relations and the classroom settlement n
2.6 Canonical teacher talk: a meagre genre
2. I listorical change in the genre. SI
2.X Nummary SS
^ Popular culture in the classroom lM
¦5. I (.lassrooms and popular media culture l (i
v2 Popular culture in class: a survey g
Contents
List of tables page xi
List of figures xii
Acknowledgements xiv
Transcription conventions xvi
Part I Introduction 1
1 Late modern language, interaction and schooling 3
1.1 Late modernity and urban schooling 4
1.2 Late modernity in social and linguistic theory 12
1.3 Language and interaction 23
1.4 Empirical foci and analytic concepts 25
1.5 Fieldwork and data collection 31
Part II Urban classroom discourse 39
2 Talk in class at Central High 41
2.1 Central High and Class 9A : an overview 43
2.2 Classroom authority and the IRE 48
2.3 A contrapuntal aesthetic 57
2.4 The exclusion of girls 63
2.5 Power relations and the classroom settlement 70
2.6 Canonical teacher talk: a meagre genre 75
2.7 Historical change in the genre? 8 1
2.8 Summary 88
3 Popular culture in the classroom 94
3.1 Classrooms and popular media culture 96
3.2 Popular culture in class: a survey 99
viij Contents
3.3 Songs stuck in the head 102
3.4 The interactional potential of humming and
singing 106
3.5 Humming and singing with friends in class:
Joanne vs Hanif 110
3.6 Talk in class at Central High 117
3.7 Teacher talk and student song 120
3.8 Summary: levels and genres in the analysis
of cultural process 125
Part III Performances of Deutsch 135
4 Deutsch in improvised performance 137
4.1 Reasons for the sociolinguistic neglect of
instructed foreign languages 138
4.2 Discovering Deutsch in Inner London:
frequency and sources 144
4.3 Deutsch in interaction 148
4.4 Deutsch: performance, music and ritual 163
4.5 Deutsch and the dynamics of identity 166
4.6 Explaining Deutsch 169
5 Ritual in the instruction and inversion of German 173
5.1 The organisation of the German lessons 175
5.2 Ritual in the language lessons 180
5.3 Student responses 183
5.4 Ritual both in the German lessons and in
improvised Deutsch 190
5.5 Deutsch as an inversion of German 191
5.6 The socio emotional dynamics of ritual and its
rejection 197
5.7 Resume, and some speculative projections 201
5.8 Ritual in research on language and society 204
5.9 Ritual, education and change 206
Part IV The stylisation of social class 213
6 Language and class I: theoretical orientations 215
6.1 Class and situated interaction 219
6.2 Class and other categories in situated interaction 221
Contents ix
6.3 Stylisation: secondary representations within
practical activity 224
6.4 Guiding questions for the analysis of stylised
posh, Cockney and social class 227
6.5 Sociolinguistic resources for the analysis of class
and stylisation 228
6.6 Class trivialised with a late modern
sociolinguistics? 233
7 Language and class II: empirical preliminaries 239
7.1 Focal informants and their backgrounds,
aspirations and status 240
7.2 Articulated views and opinions about class 243
7.3 Sociolinguistic variability in everyday speech 252
7.4 Identifying stylised posh and Cockney 261
7.5 Stylisations of posh and Cockney unrelated to
social class 263
7.6 Summary 266
8 Schooling, class and stylisation 269
8.1 The sociolinguistics of accent and school 271
8.2 Official ideologies in action 277
8.3 Mock posh retaliations to indignity 284
8.4 Stylised posh and Cockney transitions between
work and play 293
8.5 Mapping class meaning in stylised
communication 302
8.6 Stylisation in (historically) new forms of
working class identification 308
8.7 Local educational trajectories in the symbolisation
of social class 312
8.8 Language attitudes at school: an update 317
9 Classed subjectivities in interaction 325
9.1 Sociolinguistics, cultural studies and classed
subjectivities 327
9.2 Stylised posh and Cockney in peer centred
interaction 331
9.3 The high low cultural semantic 341
9.4 Posh and Cockney in the grotesque 346
x Contents
9.5 Stylised Cockney, gender and sexuality 351
9.6 The dynamics of classed speech 360
9.7 Interaction, subjectivity and social class:
sociolinguistics and cultural studies 369
9.8 Language and class in late modernity 377
Part V Methodological reflections 383
10 Reflections on generalisation, theory and knowledge
construction 385
10.1 Case studies, contextualisation and relevance 386
10.2 Underpinnings 389
10.2.1 Ontological assumptions about social
reality 389
10.2.2 Ethnographic and linguistic
epistemologies 391
10.2.3 Tools and procedures for data analysis 395
10.3 Knowledge production 398
10.3.1 Descriptive generalisations about
particular types of practice 398
10.3.2 Modelling structural systems 399
10.3.3 Ecological descriptions 401
10.3.4 General interpretations sanctioned by a
theoretical literature 403
10.3.5 Claiming cross disciplinary relevance 407
References 410
Index of names 435
Subject index 440
Tables
1.1 Zygmunt Bauman on modernist ideas and
assumptions, set against post modern alternatives page 13
1.2 Four orientations to linguistic and cultural
diversity 20
2.1 Teachers, Hanif and company, and the IRE 56
3.1 Comparison of some of the typical interactional
properties of talk vs singing/humming 110
4.1 Summative data on Deutsch in one tutor group in
an Inner London comprehensive school 145
7.1 Sociolinguistic variables identified for quantitative
analysis 254
7.2 Formal and informal elicitation contexts 255
7.3 Proportions and percentages of standard variants
in the four focal informants production of seven
variables in formal and informal contexts 256
|
| adam_txt |
Contents
List of tables page xi
List of figures xii
Acknowledgements xiv
Transcription conventions xvi
Part I Introduction 1
1 Late modern language, interaction and schooling 3
1.1 Late modernity and urban schooling 4
1.2 Late modernity in social and linguistic theory 12
1.3 Language and interaction 23
1.4 Empirical foci and analytic concepts 25
1.5 Fieldwork and data collection 3 I
Part II Urban classroom discourse 39
2 Talk in class at Central High 41
2.1 Central High and Class'9A': an overview 43
2.2 Classroom authority and the IRK 4S
2.i A contrapuntal aesthetic "
2.4 The exclusion ot girls ( «i
1.5 Power relations and the classroom settlement n
2.6 Canonical teacher talk: a meagre genre ""
2." I listorical change in the genre. ' SI
2.X Nummary SS
^ Popular culture in the classroom lM
¦5. I (.lassrooms and popular media culture l'(i
v2 Popular culture in class: a survey g '
Contents
List of tables page xi
List of figures xii
Acknowledgements xiv
Transcription conventions xvi
Part I Introduction 1
1 Late modern language, interaction and schooling 3
1.1 Late modernity and urban schooling 4
1.2 Late modernity in social and linguistic theory 12
1.3 Language and interaction 23
1.4 Empirical foci and analytic concepts 25
1.5 Fieldwork and data collection 31
Part II Urban classroom discourse 39
2 Talk in class at Central High 41
2.1 Central High and Class'9A': an overview 43
2.2 Classroom authority and the IRE 48
2.3 A contrapuntal aesthetic 57
2.4 The exclusion of girls 63
2.5 Power relations and the classroom settlement 70
2.6 Canonical teacher talk: a meagre genre 75
2.7 Historical change in the genre? 8 1
2.8 Summary 88
3 Popular culture in the classroom 94
3.1 Classrooms and popular media culture 96
3.2 Popular culture in class: a survey 99
viij Contents
3.3 Songs stuck in the head 102
3.4 The interactional potential of humming and
singing 106
3.5 Humming and singing with friends in class:
Joanne vs Hanif 110
3.6 Talk in class at Central High 117
3.7 Teacher talk and student song 120
3.8 Summary: levels and genres in the analysis
of cultural process 125
Part III Performances of Deutsch 135
4 Deutsch in improvised performance 137
4.1 Reasons for the sociolinguistic neglect of
instructed foreign languages 138
4.2 Discovering Deutsch in Inner London:
frequency and sources 144
4.3 Deutsch in interaction 148
4.4 Deutsch: performance, music and ritual 163
4.5 Deutsch and the dynamics of identity 166
4.6 Explaining Deutsch 169
5 Ritual in the instruction and inversion of German 173
5.1 The organisation of the German lessons 175
5.2 Ritual in the language lessons 180
5.3 Student responses 183
5.4 Ritual both in the German lessons and in
improvised Deutsch 190
5.5 Deutsch as an inversion of German 191
5.6 The socio emotional dynamics of ritual and its
rejection 197
5.7 Resume, and some speculative projections 201
5.8 Ritual in research on language and society 204
5.9 Ritual, education and change 206
Part IV The stylisation of social class 213
6 Language and class I: theoretical orientations 215
6.1 Class and situated interaction 219
6.2 Class and other categories in situated interaction 221
Contents ix
6.3 Stylisation: secondary representations within
practical activity 224
6.4 Guiding questions for the analysis of stylised
posh, Cockney and social class 227
6.5 Sociolinguistic resources for the analysis of class
and stylisation 228
6.6 Class trivialised with a late modern
sociolinguistics? 233
7 Language and class II: empirical preliminaries 239
7.1 Focal informants and their backgrounds,
aspirations and status 240
7.2 Articulated views and opinions about class 243
7.3 Sociolinguistic variability in everyday speech 252
7.4 Identifying stylised posh and Cockney 261
7.5 Stylisations of posh and Cockney unrelated to
social class 263
7.6 Summary 266
8 Schooling, class and stylisation 269
8.1 The sociolinguistics of accent and school 271
8.2 Official ideologies in action 277
8.3 Mock posh retaliations to indignity 284
8.4 Stylised posh and Cockney transitions between
work and play 293
8.5 Mapping class meaning in stylised
communication 302
8.6 Stylisation in (historically) new forms of
working class identification 308
8.7 Local educational trajectories in the symbolisation
of social class 312
8.8 Language attitudes at school: an update 317
9 Classed subjectivities in interaction 325
9.1 Sociolinguistics, cultural studies and classed
subjectivities 327
9.2 Stylised posh and Cockney in peer centred
interaction 331
9.3 The 'high low' cultural semantic 341
9.4 Posh and Cockney in the grotesque 346
x Contents
9.5 Stylised Cockney, gender and sexuality 351
9.6 The dynamics of classed speech 360
9.7 Interaction, subjectivity and social class:
sociolinguistics and cultural studies 369
9.8 Language and class in late modernity 377
Part V Methodological reflections 383
10 Reflections on generalisation, theory and knowledge
construction 385
10.1 Case studies, contextualisation and relevance 386
10.2 Underpinnings 389
10.2.1 Ontological assumptions about social
reality 389
10.2.2 Ethnographic and linguistic
epistemologies 391
10.2.3 Tools and procedures for data analysis 395
10.3 Knowledge production 398
10.3.1 Descriptive generalisations about
particular types of practice 398
10.3.2 Modelling structural systems 399
10.3.3 Ecological descriptions 401
10.3.4 General interpretations sanctioned by a
theoretical literature 403
10.3.5 Claiming cross disciplinary relevance 407
References 410
Index of names 435
Subject index 440
Tables
1.1 Zygmunt Bauman on modernist ideas and
assumptions, set against post modern alternatives page 13
1.2 Four orientations to linguistic and cultural
diversity 20
2.1 Teachers, Hanif and company, and the IRE 56
3.1 Comparison of some of the typical interactional
properties of talk vs singing/humming 110
4.1 Summative data on Deutsch in one tutor group in
an Inner London comprehensive school 145
7.1 Sociolinguistic variables identified for quantitative
analysis 254
7.2 'Formal' and 'informal' elicitation contexts 255
7.3 Proportions and percentages of standard variants
in the four focal informants' production of seven
variables in formal and informal contexts 256 |
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| illustrated | Not Illustrated |
| index_date | 2024-07-02T14:19:30Z |
| indexdate | 2024-07-09T20:37:31Z |
| institution | BVB |
| isbn | 9780521812634 0521812631 |
| language | English |
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| series | Studies in interactional sociolinguistics |
| series2 | Studies in interactional sociolinguistics |
| spelling | Rampton, Ben 1953- Verfasser (DE-588)1055789758 aut Language in late modernity interaction in an urban school Ben Rampton 1. publ. Cambridge [u.a.] Cambridge Univ. Press 2006 XVIII, 443 S. txt rdacontent n rdamedia nc rdacarrier Studies in interactional sociolinguistics 22 Jongeren gtt Leerlingen gtt Taalgebruik gtt Sprachgebrauch High school students Language Language and education Sociolinguistics High school (DE-588)4159840-4 gnd rswk-swf Schülersprache (DE-588)4139286-3 gnd rswk-swf Soziolinguistik (DE-588)4077623-2 gnd rswk-swf High school (DE-588)4159840-4 s Schülersprache (DE-588)4139286-3 s Soziolinguistik (DE-588)4077623-2 s DE-604 Äquivalent Druck-Ausgabe, Paperback 978-0-521-01197-6 Erscheint auch als Online-Ausgabe 978-0-511-48672-2 (DE-604)BV043920847 Studies in interactional sociolinguistics 22 (DE-604)BV000005630 22 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014729656&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Rampton, Ben 1953- Language in late modernity interaction in an urban school Studies in interactional sociolinguistics Jongeren gtt Leerlingen gtt Taalgebruik gtt Sprachgebrauch High school students Language Language and education Sociolinguistics High school (DE-588)4159840-4 gnd Schülersprache (DE-588)4139286-3 gnd Soziolinguistik (DE-588)4077623-2 gnd |
| subject_GND | (DE-588)4159840-4 (DE-588)4139286-3 (DE-588)4077623-2 |
| title | Language in late modernity interaction in an urban school |
| title_auth | Language in late modernity interaction in an urban school |
| title_exact_search | Language in late modernity interaction in an urban school |
| title_exact_search_txtP | Language in late modernity interaction in an urban school |
| title_full | Language in late modernity interaction in an urban school Ben Rampton |
| title_fullStr | Language in late modernity interaction in an urban school Ben Rampton |
| title_full_unstemmed | Language in late modernity interaction in an urban school Ben Rampton |
| title_short | Language in late modernity |
| title_sort | language in late modernity interaction in an urban school |
| title_sub | interaction in an urban school |
| topic | Jongeren gtt Leerlingen gtt Taalgebruik gtt Sprachgebrauch High school students Language Language and education Sociolinguistics High school (DE-588)4159840-4 gnd Schülersprache (DE-588)4139286-3 gnd Soziolinguistik (DE-588)4077623-2 gnd |
| topic_facet | Jongeren Leerlingen Taalgebruik Sprachgebrauch High school students Language Language and education Sociolinguistics High school Schülersprache Soziolinguistik |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014729656&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV000005630 |
| work_keys_str_mv | AT ramptonben languageinlatemodernityinteractioninanurbanschool |