%0 Journal Article %1 cekaite2004repetition %A Cekaite, A %A Aronsson, K %D 2004 %J DISCOURSE STUDIES %K 2014_E852 community dialogue languageplay learning repetition %N 3 %P p373-392 %T Repetition and joking in children's second language conversations: playful recyclings in an immersion classroom %V 6 %X Repetition is often associated with traditional teaching drills. However, it 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 metapragmatic 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.

@article{cekaite2004repetition, abstract = {Repetition is often associated with traditional teaching drills. However, it 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 metapragmatic 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.}, added-at = {2014-12-08T00:54:29.000+0100}, author = {Cekaite, A and Aronsson, K}, biburl = {https://www.bibsonomy.org/bibtex/2a53cca257b86c79fa6d2abd9f9606d4e/ddilkes}, interhash = {c488fb86e541e57a37b6a212750e5c43}, intrahash = {a53cca257b86c79fa6d2abd9f9606d4e}, journal = {DISCOURSE STUDIES}, keywords = {2014_E852 community dialogue languageplay learning repetition}, number = 3, pages = {p373-392}, timestamp = {2014-12-08T00:54:29.000+0100}, title = {Repetition and joking in children's second language conversations: playful recyclings in an immersion classroom}, volume = 6, year = 2004 }