Producción CyT
Artículo
Autoría
RIZZO, MARIA FLORENCIA
;
TALLATTA, CECILIA NATALIA
;
Vilar, Milagros
Fecha
2024
Editorial y Lugar de Edición
Asociación de Lingüística y Filología de América Latina
Revista
Cuadernos de la ALFAL,
vol. 16
(pp. 176-194)
- ISSN 2218-0761
Asociación de Lingüística y Filología de América Latina
Asociación de Lingüística y Filología de América Latina
ISSN
2218-0761
Resumen
Información suministrada por el agente en
SIGEVA
This article aims to understand the connections between the phenomenon of laughter and speech appraisal actions that arise in classroom interactions. Third-year Language and Literature classes were studied in a public school in the district of San Martín (Buenos Aires). A multimodal perspective with a glottopolitical approach is used to examine the data; additionally, an ethnographic methodology for the treatment of interactional data incorporates the voices of the social actors who part...
This article aims to understand the connections between the phenomenon of laughter and speech appraisal actions that arise in classroom interactions. Third-year Language and Literature classes were studied in a public school in the district of San Martín (Buenos Aires). A multimodal perspective with a glottopolitical approach is used to examine the data; additionally, an ethnographic methodology for the treatment of interactional data incorporates the voices of the social actors who participate in processes involved in the circulation of normativities. The analysis identified different uses of laughter by students: (1) the pointing out of “incorrect” linguistic uses among peers; (2) the indication of the entering of voices from outside the school space; (3) as a response to the teacher's evaluations of the students' linguistic competences. These uses of laughter are particularly significant because they allow students to make spontaneous reflections about the "legitimate language" in the school setting and, sometimes, even to position themselves in a critical and transgressive way concerning it and to question the institutional roles involved in classroom interaction.
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Palabras Clave
REPERTORIOS SOCIOLINGÜÍSTICOSGLOTOPOLÍTICAMULTIMODALIDAD
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