Citéteens entextualizing French TV host register: Crossing, voicing, and participation frameworks

Abstract

This article addresses data that reside at the confluence of three types of linguistic “crossing” (Rampton 1995) among working-class French teens of predominantly Algerian descent. Strategically using the microphone of the researcher to imitate an elite French television show host, performers create indirect reported speech and direct stylized voicing for present peers and thereby mock them as show “guests.” Through analysis of such data, this article contributes to scholarship that extends and refines Goffman’s notions of footing and participation frameworks, and the relationships imaginable between them. It is argued that the notions of noncongruent voicing effects and generalized footing can lead to a more sophisticated understanding of the relationship between language crossing and participation frameworks. More specifically, analyzing language crossing in terms of the resultant voicing effects sheds light upon the nuanced ways that speakers manage participation frameworks. (Register, crossing, footing, participation frameworks, voicing)

Sherzer's Discourse‐Centered Approach Applied to Cultural Change Across Generations of Speakers

“…In several of my audio recordings, teenagers appropriated my microphone to mimic a French television show host, a persona that speakers achieved by asking bogus interview questions that they embedded with mocking speech (Tetreault ). Tarek uses the guise of the public opinion interview to mock nearby peers, including Ali (13), by asking Sarah, “What do you think about the stinky breath of Ali Naifeh?” (turn 1, example 1).…”

“…In several of my audio recordings, teenagers appropriated my microphone to mimic a French television show host, a persona that speakers achieved by asking bogus interview questions that they embedded with mocking speech (Tetreault 2009).…”

‘Because I point to myself as the hog’: Interactional achievement of moral decisions in a classroom

“…Sterponi, 2009;Tetreault, 2009;Tholander, 2002). In contrast to most other theories of moral development which focus on the individual and the social and cultural contexts as separate entities, SCT and CA assume that individual development must be understood in and cannot be disconnected from the social and cultural context.…”

“…"a hog"), and the playful frame mitigates children's responsibility (e.g. see Kyratzis, 2004;Tetreault, 2009). Based on ethnographic memos from the researcher, although the children do not take the rhyme literally, it triggered the children to compete for a ranking of entry.…”

The Handbook of Language Socialization

“…Reynolds argued that, by so doing, fhe children were able to draw an analogy between varieties of authority encompassed in the two kinds of roles, thereby providing them with a resource for exploring and subverting their own unequal social positions within the sibling-kin group. Tetreault (2009) (Tetreault 2009: 217). The ironic footing also facilitated embedded commentary on the broader French society where they lived.…”