Norm-Transgression Sequences in the Classroom Interaction at a Madrid High School

Autor/in	Alcala Recuerda, Esther
Titel	Norm-Transgression Sequences in the Classroom Interaction at a Madrid High School
Quelle	In: Linguistics and Education: An International Research Journal, 21 (2010) 3, S. 210-228Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0898-5898
DOI	10.1016/j.linged.2010.01.001
Schlagwörter	Forschungsbericht; Ethnography; High School Students; Sociolinguistics; Behavior Standards; Classroom Environment; Student Behavior; Classification; Academic Achievement; Classroom Communication; Behavior Problems; Incidence; Student Diversity; Foreign Countries; Spain (Madrid) + Suchen Sie Ihr Suchwort? Ethnografie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Soziolinguistik; Klassenklima; Unterrichtsklima; Student behaviour; Schülerverhalten; Classification system; Klassifikation; Klassifikationssystem; Schulleistung; Klassengespräch; Vorkommen; Ausland
Abstract	This paper studies high school classroom sequences, compiled through critical sociolinguistic ethnography, where norm-transgression is made explicit, and how authority is recovered by the teacher after an open period where class participants generally seize to digress. This way, we will be able to approach several dimensions of linguistic practices: First, the treatment given to the transgression in the classroom by the participants: how norms are generated, by whom, and in order to do what (norms here construct the frame within which evaluation arise). Second, how the fact of assessing a norm-transgression activates categories about students behaviours. And third, how these categorisation processes play an important role in the socio-academic lives of students, mainly of those constructed as transgressors along the sequence. These students are categorised as conflictive students, sometimes accepting and playing the role of "the class clown" and achieving all but academic or institutional success. The incidence and treatment of diversity in the classroom is crucial and will be also discussed. (Contains 1 table.) (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10