Newcomers Navigating Language Choice and Seeking Voice: Peer Talk in a Multilingual Primary School Classroom in Finland

Autor/in	Mokkonen, Alicia Copp
Titel	Newcomers Navigating Language Choice and Seeking Voice: Peer Talk in a Multilingual Primary School Classroom in Finland
Quelle	In: Anthropology & Education Quarterly, 44 (2013) 2, S.124-141 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1111/aeq.12011
Schlagwörter	Elementary Schools; Foreign Countries; Multilingualism; Language Arts; Immigrants; English (Second Language); Second Language Learning; Educational Policy; Ethnography; Language Usage; Classroom Environment; Peer Relationship; Self Concept; French; Italian; Native Language; Language of Instruction; Finno Ugric Languages; Finland + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Ausland; Mehrsprachigkeit; Multilingualismus; Sprachkultur; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Politics of education; Bildungspolitik; Ethnografie; Sprachgebrauch; Klassenklima; Unterrichtsklima; Peer-Beziehungen; Selbstkonzept; Französisch; Italienisch; Teaching language; Unterrichtssprache; Finnland
Abstract	This article investigates how two young newcomers navigate an institutional policy of "English only" in a Finnish primary school and how this policy impacts opportunities for voice. From a discourse analytic and sociolinguistic perspective, the analysis takes an ethnographic path to a focal event of language conflict in the classroom. The analysis reveals that these two learners negotiate more powerful voices for themselves, despite responding differently to normative practices for code use in the classroom. (Contains 3 figures, 3 extracts, and 2 notes.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10