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Crossing of a different kind

Published online by Cambridge University Press:  09 August 2019

Ben Rampton ,
Constadina Charalambous  and
Panayiota Charalambous
Ben Rampton*
Affiliation:
King's College London, UK
Constadina Charalambous
Affiliation:
European UniversityCyprus
Panayiota Charalambous
Affiliation:
King's College London, UK
*
Address for correspondence: Ben Rampton, King's College London, School of Education, Communication & Society, Waterloo Road, London SE1 9NH, [email protected]
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Abstract

This study of language crossing moves away from the scenes of multi-ethnic heteroglossia that have dominated the research, and turns instead to a setting affected by major conflict where the language of the traditional enemy has been introduced to secondary schools as part of a reconciliation initiative. This generates a radically different view of crossing and the environment in which it emerges: schooling counts more than popular culture; inter-generational links matter as much as peer relations; and ‘technical redoing’ is a more important key for crossing than ‘make believe’, ‘contests’, or ‘ceremonials’ (Goffman 1974). With a very different profile of this kind, crossing retains and extends its significance, pointing to a sociolinguistic practice that also occurs in official sites struggling with a legacy of violence and acute division. (Crossing, conflict legacy, language learning, classrooms, keying)*

Type
Articles
Information
Language in Society , Volume 48 , Issue 5 , November 2019 , pp. 629 - 655
Copyright
Copyright © Cambridge University Press 2019 

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Footnotes

*

Although the shortcomings are our own, we are very grateful for some very helpful feedback on this article from Alexandra Georgakopoulou, from Jenny Cheshire and Judith Irvine in the editorial team, and from two anonymous reviewers. We are also very indebted indeed to the teachers and students with whom we conducted the fieldwork. An earlier and much longer draft of this work was posted in Working Papers in Urban Language & Literacies 240 (academia.edu).

References

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