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Affective stances in teacher-novice student interactions: Language, embodiment, and willingness to learn in a Swedish primary classroom

Published online by Cambridge University Press:  02 November 2012

Asta Cekaite
Asta Cekaite*
Affiliation:
Department of Child Studies, Linköping University, 581 83 Linköping, [email protected]
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Abstract

The present study explores a child, language, and cultural novice's affective and moral socialization during her first year in a Swedish first-grade classroom. Within the language socialization framework, it focuses on the lexicogrammatical and embodied organization of the novice's affectively charged noncompliant responses to (teacher) instructional directives, and the teachers' socializing responsive moves (contextualizing them within local and wider societal values and ideologies). The methods adopted combine a microanalytic approach with ethnographic analyses of socialization within a classroom community.

Longitudinal tracking of the novice's stances demonstrated a trajectory across which socialization into normatively predictable cultural patterns did not occur. As shown, the student's affective stances and the teachers' socializing responses were consequential for the emergence of her “bad subject,” that is, her socioculturally problematic identity (from a “resigned” to an “oppositional” student who was “unwilling” to learn). Such deviant cases, it is argued, provide insights into the contested and dynamic aspects of second language socialization and demonstrate how affective (and moral) stances are mobilized as resources in the indexing of institutional identities. (Language socialization, language novice, affective stance, teacher-student interactions, directive sequences, embodiment, volition)*

Type
Articles
Information
Language in Society , Volume 41 , Issue 5 , November 2012 , pp. 641 - 670
Copyright
Copyright © Cambridge University Press 2012

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