3M workshop on data approaches (Alia Amir), Wednesday 29.9., 14.15 – 15.45 Finnish time

We have a pleasure to start our autumn activities with Ph.D student Alia Amir's presentation about her data approaches. Alia works at the Linköping University's Department of Culture and Communication.

The seminar is held via Skype on Wednesday 29.9.2010 at 14.15-15.45 Finnish time. If you attend the seminar, please send your Skype address to Reetta who handles the connections, to the address reetta.l.karjalainen@jyu.fi. Those of you present at the University of Jyväskylä can come to the room 310 in the P-building. Please announce Reetta that you are coming. Alia's Power Points can be found in our Optima site on Monday 27.9. latest.

You are warmly welcome!

Alia's abstract for the seminar:


PhD Project

The working title of my PhD thesis is “Co-construction and negotiation of the micro-level language policy through language policing”.   The data was videotaped during the period 2009 and 2010 for three semesters in grade 8 and 9 of a Swedish school. The main research method employed was ethnomethodological Conversation Analysis.

Work done so far

My paper is divided into four papers and for these papers; I am trying to develop four themes closely connected to the dissertation topic and within the area of my study. For my first paper I am writing a paper together with one of my supervisors Nigel Musk, with the title “Language Policing: The co-construction of micro-level language policy in the English as a second language classroom”. This study investigates the negotiation of an English-only language policy at micro level from an emic (members') perspective. The term language policing refers to the practices of both teacher and learners in both the public and private discursive space of the English as a second language (ESL) classroom to co-construct, contest and manage this policy locally.

In this seminar, I shall be exploring my data with different possible approaches. Firstly, I shall look at the preference organization in talk-in-interaction during teacher-initiated language policing. I would like to explore the preference organization and the MIR devices (Sacks, 1992:40) employed for language policing. As according to Sacks (41):

“’M’ stands for membership. ‘I’ stands for inference-rich, and ‘R’ stands for representative. That’s the core of the machinery”.

Thus MIR devices are internal systems of social control which the members of a society are constantly engaged in making; either with reference to something that they are accountable for or to discover what is done by members of any of the other categories (Sacks, 1992:42)

The idea of exploring my data with this device is in its very initial stages. Thus the analyses and results are under

Secondly, I shall like to look at the notion of “monolingual principle” (Howatt, 1984), and how the “English-only” rule in the ESL classroom corresponds with that principle in my data. I shall like to use school policies, transcribed data and pictures from the classroom to see the connection between various levels of the policies.