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6 - Teaching Words, Socializing Affect, and Social Identities

Negotiating a Common Ground in a Swedish as a Second Language Classroom

from Part II - Socializing Identities

Published online by Cambridge University Press:  10 February 2020

By
Asta Cekaite
Edited by
Matthew J. Burdelski  and
Kathryn M. Howard
Matthew J. Burdelski
Affiliation:
Osaka University
Kathryn M. Howard
Affiliation:
California State University, Channel Islands
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Summary

This chapter examines vocabulary explanations during Swedish as a second language (L2) lessons for beginner learners in a primary school classroom, attended by 10- to 12-year-old children with immigrant backgrounds. It shows how teachers elaborated word meanings through short narratives and descriptions that demonstrated uses of words to students as prospective users. It argues that vocabulary-related explanations were dynamic activities in which teachers mediated not only linguistic forms but also culturally appropriate meanings and values, ways of thinking and behaving in new communities of practice, and provided affordances for shaping the lifeworlds and identities of the second language learners. The students’ responses reveal that, rather than simply appropriating the teachers’ norms and values, they engaged in a process of actively negotiating, disagreeing, and even resisting the teachers’ narrative exemplifications. The findings show how vocabulary explanations are a locus for socializing children into appropriate language use and cultural membership in the target-language community, attesting to the negotiated and, at times, resistant process of becoming an L2 speaker.

Keywords

second language socializationimmigrantsSwedishaffectvocabulary teachingcommon ground
Type
Chapter
Information
Language Socialization in Classrooms
Culture, Interaction, and Language Development
 , pp. 112 - 131
Publisher: Cambridge University Press
Print publication year: 2020

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