Within communicative language teaching, "natural" language has had a privileged position, and a focus on form has been seen as something inauthentic or as something that is inconsequential for learning (for a critique, cf.

In theorizing on family life, childrens agency is a feature of a modern type of family, marked by free choice and inter-generational negotiations rather than parental authority. A video ethnography of Swedish everyday family life documents directive sequences and inter-generational negotiations, including what is here called activity contracts: agreements that form a type of inter-generational account work around target activities (e.g. cleaning ones room). Within local family politics, contracts and revised contracts emerge as parts of such account work. The analyses focus on how contracts emerge within successive downgradings and upgradings of parental directives. Activity contracts regulate mutual rights and obligations, invoking family rule statements and local moral order, drawing on an array of verbal and nonverbal resources, ranging from parents mitigated requests and childrens time bargaining to nonverbal escape strategies and gentle shepherding

Repetition is often associated with traditional teaching drills. However, it has been documented how repetitions are exploited by learners themselves (Duff, 2000). In a study of immersion classroom conversations, it was found that playful recyclings were recurrent features of young learners’ second language repertoires. Such joking events were identified on the basis of the participants’ displayed amusement, and they often involved activity-based jokes (Lampert, 1996) and meta pragmatic play, that is, joking about how or by whom something is said. Two types of recyclings: intertextual play and role appropriations were both important features in informal classroom entertainment and in the formation of a community of learners (cf. Rogoff, 1990). In a broad sense, both types of joking contained subversive elements in that they created play zones or ‘time-out’ (cf. Goffman, 1959; Jefferson, 1996) within classroom activities. Moreover, role appropriations were subversive in that they inverted classroom hierarchies.

A B S T R A C TThe present investigation concerns language ideology and language practices in relation to a language shift -from Quichua-Spanish bilingualism to Spanish monolingualism -that seems to be under way. The analyses are based on fieldwork in an Ecuadorian sierra community characterized by ethnic revitalization. Among adult comuneros, the vernacular is seen as an essential part of their Indian cultural heritage. In the children's daily lives, the adults, particularly women and the elderly, speak Quichua among themselves, yet children are not addressed in the vernacular by either parents or elder siblings, and those under 10 years of age are generally more or less monolingual in Spanish. The paradoxical mismatch between ideology and daily practices -the ethnic revitalization paradox -is analyzed in light of Quichua speaking practices in intergenerational encounters, and in children's play dialogues. Ultimately, being Quichua means something different to members of each generation. (Quichua, language shift, ethnic revitalization, language socialization)*

Video game playing is a popular activity and its enjoyment among frequent players has been associated with absorption and immersion experiences. This paper examines how immersion in the video game environment can influence the player during the game and afterwards (including fantasies, thoughts, and actions). This is what we describe as Game Transfer Phenomena (GTP). GTP occurs when video game elements are associated with real life elements triggering subsequent thoughts, sensations and/or player actions. To investigate this further, a total of 42 frequent video game players aged between 15 and 21 years old were interviewed. Thematic analysis showed that many players experienced GTP, where players appeared to integrate elements of video game playing into their real lives. These GTP were then classified as either intentional or automatic experiences. Results also showed that players used video games for interacting with others as a form of amusement, modeling or mimicking video game content, and daydreaming about video games. Furthermore, the findings demonstrate how video games sometimes triggered intrusive thoughts, sensations, impulses, reflexes, optical illusions, and dissociations.