Being a Foreigner in Primary School

Paoletti, Isabella

doi:10.1080/09500780008666793

Cited by 6 publications

(3 citation statements)

References 9 publications

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“…The analysis is methodologically and practically motivated (see Paoletti, 2000). The demonstration of how student identities are produced through talk in interaction is an innovative method through which to contribute to understanding students' concerns, which in turn might support practical efforts to retain students.…”

Section: Theoretical Framework: Understanding the Construction Of Idementioning

confidence: 99%

'Oh Gawd, How am I Going to Fit Into This?': Producing [Mature] First-year Student Identity

Johnson¹,

Watson²

2004

Language and Education

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This paper aims to improve the understanding of some aspects of campus life faced by a mature student and to help inform institutional strategies for enhancing student retention. The 'fit' between students' production of their own identity and their perception of the successful student (both academically and socially) in their institution/ programme of choice is considered to be a significant factor in student retention. While the concept of identity can be variously specified, identity as a production, something that is available for use, and embedded in some social activity, is the conceptual approach taken here. This paper demonstrates how identity as a [mature] first-year teacher-education student is produced by interaction in the course of an interview narrative. A microanalytic discourse analysis of the sequential nature of the interview talk is used to display successive instances of the social production of [mature]first-year student identity, displaying movement towards a better 'fit' with the institution/programme of choice.

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Section: Theoretical Framework: Understanding the Construction Of Idementioning

confidence: 99%

'Oh Gawd, How am I Going to Fit Into This?': Producing [Mature] First-year Student Identity

Johnson¹,

Watson²

2004

Language and Education

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“…We have described how the asymmetry of conversational rights typical of classroom conversation prevents students from exercising control over sense making. Only the teacher has this responsibility (Paoletti 1990b;2000;forthcoming 2004), and the quality of the students' intervention is consequently poor.…”

Section: Resultsmentioning

confidence: 99%

Order and disorder in the classroom

Paoletti¹,

Fele²

2022

PRAG

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The article discusses some aspects of classroom interaction as described in the ethnomethodological literature in particular, and it does so through the analysis of an excerpt from conversational interaction in a classroom. The interactional model described in the relevant literature is an asymmetric system of conversational rights in which the teacher controls every aspect of the conversation: Turn-taking, topic choice and duration, definition of what has been said for all practical purposes The study argues that teachers constantly endeavour to strike a difficult balance between two contrasting tasks: Maintaining control over the class on the one hand, and monitoring the ordered unfolding of activities and soliciting student participation on the other.

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“…Talmy 2008, 2010; Martinez 2017), essentializing race/culture (e.g. Paoletti 2000; Lee 2015; Charalambous, Zembylas, & Charalambous 2016), and reinforcing raciolinguistic ideologies (e.g. Flores & Rosa 2015; Chaparro 2019; Ricklefs 2021); and they may challenge exclusion through critical discussions about difference and discrimination (e.g.…”

Section: Introductionmentioning

confidence: 99%

Preference organization and possible -isms in institutional interaction: The case of adult second language classrooms

Tadic

2023

Lang. Soc.

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This study examines preference organization in adult second language classrooms in relation to possible -isms—utterances which are hearably racist, classist, (hetero)sexist, or otherwise exclusionary, although their exclusionary nature may be (re)negotiated in situ. A collection of sixty-one possible -isms from a corpus of fifty-five hours of video-recorded English second language classes was examined using conversation analysis and membership categorization analysis. The analysis shows that participants orient to solidarity by supporting -isms, progressivity by deleting -isms, and moral accountability by challenging -isms; however, participants prioritize solidarity, enacting it early, even in cases of deletion and challenges. I argue that this preference organization is rooted in the institutional roles and objectives of adult second language classrooms, where presumably competent members of diverse cultures aim to foster an environment for active participation. Findings underscore the importance of conducting microanalyses of talk-in-interaction to uncover structural constraints which facilitate the reproduction of systemic exclusion. (-isms, preference, conversation analysis, membership categorization analysis, classroom interaction, exclusion in interaction)*

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Being a Foreigner in Primary School

Cited by 6 publications

References 9 publications

'Oh Gawd, How am I Going to Fit Into This?': Producing [Mature] First-year Student Identity

'Oh Gawd, How am I Going to Fit Into This?': Producing [Mature] First-year Student Identity

Order and disorder in the classroom

Preference organization and possible -isms in institutional interaction: The case of adult second language classrooms

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