El fenómeno de la risa y su vínculo con la valoración de repertorios sociolingüísticos en clases de lengua y literatura del nivel secundario

Article

Authorship

RIZZO, MARIA FLORENCIA ; TALLATTA, CECILIA NATALIA ; Vilar, Milagros

Date

2024

Publishing House and Editing Place

Asociación de Lingüística y Filología de América Latina

Magazine

Cuadernos de la ALFAL, vol. 16 (pp. 176-194) - ISSN 2218-0761
Asociación de Lingüística y Filología de América Latina

ISSN

2218-0761

Summary Information provided by the agent in 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.