Proceedings of the - British Association for Applied Linguistics

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The Impact of Applied Linguistics: Proceedings of the 44th Annual Meeting of BAAL University of the West of England Extract 8.1: [Bold font is used to transcribe talk uttered in English] 17. Teacher: c’est où↑ (.) c’est pas à la maison c’est où↑ where is it↑ (.) it’s not at home it’s where↑ 18. […] 19. Karen: euh en anglais on dit (.) elle est dans le junkyard er in English we say (.) she is in the junkyard 20. Teacher: oui mais en français on dit quoi↑ Yes but in French what do we say↑ Here, talk is conducted in French and Karen’s alternation to English (19) is oriented to by the teacher as being a problem that needs to be repaired (20). This indicates that only French is the “medium of classroom interaction” (Bonacina & Gafaranga, 2011). This French monolingual medium is in line with the LP stated by the educational system. In this regard, this extract shows that it is indeed possible to understand classroom participants’ choice of medium of interaction with regards to the school language policy and, more generally, to interpret language practices vis-à-vis a policy found outside interaction. Policy within practice: the ‘practiced language policy’ However, this is not always the case. In the corpus under study, many instances of language choice and alternation acts cannot be interpreted against the French monolingual language policy set by the school. As an example, consider extract 8.2 below: Extract 8.2: [Bold font is used to transcribe talk uttered in Spanish] 226. Talia: que te dijo Amanda↑ What did Amanda tell you↑ 227. Leila: me dijo (.) toma esto no tiene chile (.)(me disimulo) 228. (.) lo probé y casi lo vomito She told me (.) take this it doesn’t have chilli in it (.) she lied to me (.) I tried it and almost vomited it 229. (.1) 230. Talia: que tenía↑ What did it have↑ 231. (.) 232. Leila: chile chilli Here, the use of a language other than French is not seen as a problem. Spanish is not translated back into French; it is the code of interaction. More specifically, the two pupils are interacting in a Spanish monolingual 32
33 Are Complex Tenses Really Real? Martin Edwardes medium. Clearly, this choice of medium is not in line with the French monolingual LP of the school. If these two pupils had been orienting towards the LP of the school, then only the use of French would have been seen as normative and the use of Spanish would have been oriented to as deviant. Crucially, the fact that a Spanish medium is seen as normative indicates that the two pupils do not orient towards the LP of the school. Rather, they orient towards another policy according to which the use of Spanish is allowed. I argue that this other policy ought to be found within practices and have called it elsewhere a ‘practiced language policy’ (see also Bonacina, 2010; Submitted). In brief, this paper set out to show that language choice practices in the classroom cannot be interpreted systematically with regards to the LP prescribed by the school. Sometimes, classroom participants use mediums of interaction different than the one prescribed by the school policy without it being seen as inappropriate. This indicates that they orient to another policy (a practiced language policy) according to which the use of these other mediums are appropriate. Therefore, I argue that in LP research, practices should not be seen simply as a place where top-down policies are either implemented or resisted but also as a place where new policies can be found, that may differ from the policy prescribed by language managers. Key transcription conventions Black font Talk uttered in French Black bold font Talk uttered in a language other than French Grey font English translation of talk uttered in French Grey bold font English translation of talk uttered in a language other than French References F. Bonacina (Under rev). Researching ‘practiced language policies’: Insights from Conversation Analysis. Language Policy. F. Bonacina (2010). A Conversation Analytic approach to practiced language policies: The example of an induction classroom for newly-arrived children in France. Unpublished Doctoral Dissertation, The University of Edinburgh, Edinburgh, United-Kingdom. F. Bonacina & J. Gafaranga (2011). ‘Medium of instruction’ vs. ‘medium of classroom interaction’: Language choice in a French complementary school
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Proceedings of the - British Association for Applied Linguistics

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