Turn-Taking, Power Asymmetries, and the Positioning of Bilingual Participants in Classroom Discourse

Linguistics and Education

Volumn 8, Issue 1, 1996, Pages 105-123

  Martin Jones, Marilyn ^a   Saxena, Mukul ^b  

^a LANCASTER UNIVERSITY   (United Kingdom)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0347936501     PISSN: 08985898     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0898-5898(96)90008-X     Document Type: Article

References (8)

1. Bernstein, B. (1991). The structuring of pedagogic discourse. London: Routledge.
2. Bourne, J. ( 1989) Moving into the mainstream: LEA provision for bilingual pupils. Windsor, Berkshire: NFER/Nelson.
3. Bourne, J. (1993). Inside a multilingual primary classroom: A teacher, children and theories at work. Unpublished doctoral dissertation, University of Southampton.
4. Department of Education and Science (DES). (1985). Education for All (The Swann Report). London: HMSO.
5. Heath, S.B. (1986). Socio-cultural contexts of language development. In D. Holt (Ed.). Beyond language: Social and cultural factors in schooling language minority students (pp. 143-186). Los Angeles: Evaluation, Dissemination and Assessment Centre.
6. Heller, M. (1995). Language choice, social institutions and symbolic domination. Language in Society 24, 373-405.
7. Martin-Jones, M., and Saxena, M. (1995). Supporting or containing bilingualism? Policies, power assymetries and pedagogic practices in mainstream primary schools. In J. Tollefson (Ed.), Power and inequality in language education (pp. 73-90). Cambridge, England: Cambridge University Press.
8. Mitchell, J.C. (1984). Typicality and the case study. In R.F. Ellen (Ed.). Ethnographic research. London: Academic.