Proceedings of the - British Association for Applied Linguistics

More documents

Recommendations

Info

The Impact of Applied Linguistics: Proceedings of the 44th Annual Meeting of BAAL University of the West of England ‘Totte ja’nai’ directly and easily refuses the request. Other ways of showing a negative stance could have been “I’m asking you to/you need to/you pick it up” in standard English. The cognitive load is lighter when directly quoting the Japanese part and negating it than translating into English. The ungrammaticality of the utterance is not picked up by the pupils, despite its face threatening nature for the teacher. The ungrammaticality does not lead to incoherency either. Paradoxically, the very form of this phrase makes the utterance more coherent and thus powerful. The repetitions make her message clearer in terms of what she is referring to, strengthening the coherence in relation to Khareem’s utterance. The direct quotation makes the negative stance sound stronger, echoing Johnstone et al (1994:7); ‘the closer the repetition is to identical, the closer it often is to direct disagreement’. Mrs. B does not hedge, avoid using Japanese, or step back in silence. This repetition shows her active involvement in communicating with the pupils, as Tannen (1989:3) writes ‘(…) syntactic repetition functions in conversation in production, comprehension, connection, and interaction, and that the congruence of these functions contributes to a fifth, overriding function in conversational coherence‘. The shift into Japanese is not a condescending move, as she is articulate and direct. It is rather a way to ‘keep on level’ with the pupils by using Japanese, showing that she is able to comprehend them and get her message across using their terms. Ethnographic data showed that competence in Japanese seems to be considered important in teaching these pupils in the community. Interviews with other teachers who do not speak Japanese as well as Mrs. B does indicated that they feel they are not in control of the pupils because of their lack of competence in Japanese, or they blame themselves for pupils’ incomprehension of the task to the fact that they are not instructed in Japanese. Other examples of Mrs. B’s repetitions involve ‘doing the caring nurturing teacher’, where she sound more affectionate and nurturing, which may be another model of how the teacher should be in the community. In sum, repetitions help Mrs. B to fulfil her role as the good teacher in control of the pupils, constructing coherence and involvement at form level and at discourse level. Ungrammaticality is not necessarily penalised, which may be an indication of pupils’ powerlessness and deference towards the elder members in the community. Further directions of research in language use of migrant adults towards the younger generation involve investigating identities and language ideologies micro and macro. Transcription conventions (1.0) pause in seconds totte repeated part translations of Japanese parts ( ) words which are not in the original phrase but added in translation to provide the nuances of the phrase 126
References Repetition by a recently arrived teacher in a complementary classroom Rika Yamashita Barbara Johnstone et al. (1994). Repetition in discourse: A dialogue. In Barbara Johnstone (ed.) Repetition in discourse: interdisciplinary perspectives v.1. Ablex: Norwood, NJ. Deborah Tannen (1989). Talking voices: Repetition, dialogue, and imagery in conversational discourse. Cambridge University Press: Cambridge, UK. 127
Page 1:
The Impact of Applied Linguistics P
Page 6 and 7:
The Impact of Applied Linguistics P
Page 8 and 9:
Chapter Authors Page 9 British Appl
Page 10 and 11:
The editorial team would like to th
Page 12 and 13:
The Impact of Applied Linguistics:
Page 14 and 15:
Page 16 and 17:
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
Page 82 and 83:
Page 84 and 85:
Page 86 and 87: The Impact of Applied Linguistics:
Page 138: The Impact of Applied Linguistics:
show all

Proceedings of the - British Association for Applied Linguistics

Create successful ePaper yourself

Delete template?

Save as template?