| Part I Introduction 1 Late modern language, interaction and schooling 1.1 Late modernity and urban schooling 1.2 Late modernity in social and linguistic theory 1.3 Language and interaction 1.4 Empirical foci and analytic concepts 1.5 Fieldwork and data collection Part II Urban classroom discourse 2 Talk in class at Central High 2.1 Central High and Class '9A': an overview 2.2 Classroom authority and the IRE 2.3 A contrapuntal aesthetic 2.4 The exclusion of girls 2.5 Power relations and the classroom settlement 2.6 Canonical teacher-talk: a meagre genre 2.7 Historical change in the genre? 2.8 Summary 3 Popular culture in the classroom 3.1 Classrooms and popular media culture 3.2 Popular culture in class: a survey 3.3 Songs stuck in the head 3.4 The interactional potential of humming and singing 3.5 Humming and singing with friends in class: Joanne vs Hanif 3.6 Talk in class at Central High 3.7 Teacher-talk and student song 3.8 Summary: levels and genres in the analysis of cultural process Part III Performances of Deutsch 4 Deutsch in improvised performance 4.1 Reasons for the sociolinguistic neglect of instructed foreign languages 4.2 Discovering Deutsch in Inner London: frequency and sources 4.3 Deutsch in interaction 4.4 Deutsch: performance, music and ritual 4.5 Deutsck and the dynamics of identity 4.6 Explaining Deutsch 5 Ritual in the instruction and inversion of German 5.1 The organisation of the German lessons 5.2 Ritual in the language lessons 5.3 Student responses 5.4 Ritual both in the German lessons and in improvised Deutsch 5.5 Deutsch as an inversion of German 5.6 The socio-emotional dynamics of ritual and its rejection 5.7 ResumS, and some speculative projections 5.8 Ritual in research on language and society 5.9 Ritual, education and change Part IV The slylisation ol: social class 6 Language and class I: theoretical orientations 6.1 Class and situated interaction 6.2 Class and other categories in situated interaction …… Part V Metbodological reflections References Index of names Subject index |
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