NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ945208
Record Type: Journal
Publication Date: 2011-Dec
Pages: 18
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0898-5898
Gendered Address Terms in Reproach Sequences in Classroom Interaction
Tainio, Liisa
Linguistics and Education: An International Research Journal, v22 n4 p330-347 Dec 2011
This article uses a conversation analytic framework to explore reproaches in classroom interaction. The data used is naturally occurring Finnish classroom interaction (students aged 13-15). The analysis focuses on reproaches that are used in order to silence students and in which gendered address terms are included. In the data occurrences, the address term "boys" is more frequent than the address term "girls". By using reproaches including the term "boys", the teachers contribute to the construction of the gender category of "boys" in classroom interaction. In their own turns-at-talk, the students make use of the teacher's gendered address terms. By adopting and repeating the address terms in their own contributions, the students both entertain themselves by teasing the addressed students as well as the teacher in a humorous way and thus implicitly criticize the use of gendered address terms in classroom interaction.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland