Analyses of second language (L2) classroom interaction often categorize joking and other humorous talk by students as disruptive, off-task behavior, thereby rendering it important only from a classroom management perspective. Studies of language play, however, have illustrated that such jocular talk not only allows students to construct a broader and perhaps more desirable range of classroom identities, but also occasions more complex and creative acts of language use than those normally found in L2 instructional settings. Likewise, critical sociolinguists have observed that the use of humor may constitute opposition and/or resistance to monotonous, culturally insensitive, or even face-threatening classroom practices. This article presents a case for a particular communicative mode-humor-to be seen as a pedagogical safe house (Canagarajah, 1999(Canagarajah, , 2004Pratt, 1991), extending this notion beyond spatial and temporal domains. Specifically, it draws on the notions of performance, calibration (Bauman, 2004;Rampton, 2006), and layered simultaneity (Blommaert, 2005;Kramsch & Whiteside, 2008) to understand how particular instances of classroom humor function in this fashion. It then considers how an understanding of humor as a safe house can inform recent theoretical discussions of communicative competence and L2 classroom interaction.THE FOLLOWING EXCERPT IS TAKEN FROM a transcript of an advanced Spanish-as-a-foreignlanguage conversation course at the university level. The learners in this exchange were engaged in a lighthearted contest. The teacher had divided the class into two teams and each was responsible for developing a series of questions, in Spanish, addressing different areas of the university's curriculum (calculus, biology, history of art, etc.). The teams then competed with one another to see who could answer the most questions correctly. At this point in the contest, Ravi's team was trying to solve a math problem posed by Rob's team. Rob then initiated the following interaction:
As technological advances, trade initiatives, and the formation of political and corporate alliances contribute to the spread of globalization, language has become not only a marker of national or ethnic identity but also a form of economic and social capital (Heller 1999). Within the United States, this shift is being felt at some of the nation's most prestigious universities as an increasingly pragmatic student body clamors for courses in languages-other-than-English in an effort to accumulate the linguistic resources necessary for participation in a multilingual marketplace. This paper examines how language ideologies might function to construct expertise in Spanish as a resource for the professional advancement of middleand upper-middle class foreign language learners, while simultaneously casting it as a detriment to the social mobility of heritage language users (i. e., U. S. Latinos). In so doing, it describes how ideologies of Spanish as a foreign language get produced, circulated, and appropriated in the dayto-day workings of a Spanish language program at a prestigious U. S. university to support and foster this asymmetry. Weaving together both diachronic and synchronic approaches to research on language ideologies, it investigates how foreign language learners draw on certain ideologies to construct themselves as competent and legitimate users of Spanish, despite gaps in their linguistic repertoires and limited membership in Spanishspeaking communities of practice.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.