Dancing K-Pop with Chinese and "English in Class Please": Policy Negotiations as "Relational-Languaging Episodes"

Autor/inn/en	Harrison, Simon; Chen, Yu-Hua
Titel	Dancing K-Pop with Chinese and "English in Class Please": Policy Negotiations as "Relational-Languaging Episodes"
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 52 (2021) 2, S.270-286 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harrison, Simon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/00336882211022123
Schlagwörter	Music; Dance; Korean Culture; Language Planning; Interaction Process Analysis; International Cooperation; Educational Cooperation; International Education; Second Languages; Cultural Pluralism; Food; Teacher Student Relationship; College Faculty; College Students; English (Second Language); Second Language Learning; Language of Instruction; Educational Experience; Student Behavior; Language Usage; English for Academic Purposes; Foreign Countries; Code Switching (Language); Chinese; Speech Communication; Nonverbal Communication; Females; Classroom Communication; China; United Kingdom + Suchen Sie Ihr Suchwort? Musik; Tanz; Sprachwechsel; Prozessanalyse; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Internationale Erziehung; Second language; Zweitsprache; Kulturpluralismus; Lebensmittel; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Bildungserfahrung; Student behaviour; Schülerverhalten; Sprachgebrauch; Ausland; China; Chinesen; Non-verbal communication; Nonverbale Kommunikation; Weibliches Geschlecht; Klassengespräch; Großbritannien
Abstract	Pointing out that language policy negotiations in classroom discourse are an understudied kind of "language-related episode", and proposing that Tim Ingold's notion of "meshwork" dissolves a boundary that typically encloses their analysis, this paper examines how a rich and indicative example of student group interaction on a British university campus in China becomes interwoven with multiple threads, including: different languages, Korean pop dance moves, coffee from the campus Starbucks, and the teacher's repeated attempts at English-Medium Instruction policy enforcement. Our example was discovered in corpus recordings of group activities during classes in English for Academic Purposes, then transcribed for embodied activity (primarily speech and gesture) and further explored in relation to the multiple threads which visibly and audibly became involved. Analysis of the episode shows how students' "relational-languaging" behaviours must negotiate, respond, and adapt to the policy enforcement, illustrating some of the tensions immanent to the transnational higher education experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01