Classroom Communities, Language Choices and Accessibility to Discourse: The Case of a Multi-Ethnic/Multilingual Class of a Private School in Cyprus

Autor/inn/en	Valentina, Christodoulou; Elena, Ioannidou
Titel	Classroom Communities, Language Choices and Accessibility to Discourse: The Case of a Multi-Ethnic/Multilingual Class of a Private School in Cyprus
Quelle	In: International Multilingual Research Journal, 14 (2020) 1, S.58-75 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Valentina, Christodoulou)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2019.1644092
Schlagwörter	Case Studies; Language Usage; Multilingualism; Urban Schools; Classroom Communication; Grade 9; English (Second Language); Second Language Learning; Foreign Countries; Self Concept; Greek; Academic Achievement; Power Structure; Language of Instruction; Discourse Analysis; Private Schools; Ethnography; Secondary School Students; Dialects; Social Networks; Social Differences; Ethnicity; Teacher Role; Student Attitudes; Teacher Attitudes; Cyprus + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Klassengespräch; School year 09; 9. Schuljahr; Schuljahr 09; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Selbstkonzept; Grieche; Griechisch; Schulleistung; Teaching language; Unterrichtssprache; Diskursanalyse; Private school; Privatschule; Ethnografie; Sekundarschüler; Dialect; Dialekt; Social network; Soziales Netzwerk; Sozialer Unterschied; Ethnizität; Lehrerrolle; Schülerverhalten; Lehrerverhalten; Zypern
Abstract	The paper reports on the results of a case study of a Year 9 class in a multilingual urban school. The study investigates issues of negotiation, accessibility and (legitimacy of) rights in the classroom's dominant discourse and more specifically the ways in which the Year 9 students of a Private English School in Cyprus negotiate their identity through language choices and interaction in class. Focus is placed on choices or interactions that shape their positioning within the group's whole and the school's social landscape. The analysis revealed that the use of different codes functioned as different forms of power and legitimacy; the use of Cypriot Greek reflected the social value of solidarity and membership in the dominant community while English reflected power in terms of academic achievement and access and power in classroom discourse. The language of instruction appeared to have two-fold functions: it was both a code of access but at the same time a code of exclusion. The linguistic practices/choices employed by Greek Cypriot and non-Greek Cypriot students were linked to images of social groups and identities that reflected the multi-layered forms of participation in the school landscape. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01