The interactional organisation of co-teaching in language educational settings:The case of Mandarin language teaching in Scotland

Co-teaching is a common feature of language education in schools. It usually involves two adults holding different sets of expertise and working jointly with the same group of learners. Despite the prevalence of co-teaching in language educational settings, little is known as to how co-teaching is organised and negotiated in classroom talk. Drawing on Membership Categorisation Analysis (Sacks, 1992a; 1992b), this paper aims to shed light on the interactional organisation of co-teaching in language educational settings. To do so, we differentiate the institutional label of ‘classroom teacher’ from the practical social identity of ‘teacher-hood’ (Bonacina-Pugh, 2013a) and investigate who, in a co-teaching setting, performs ‘teacher-hood’. We take the case of a Chinese student volunteer who teaches Mandarin alongside a classroom teacher in a Scottish primary school and present a series of ethnographic vignettes where the teacher and the student volunteer find multiple and creative ways of negotiating ‘teacher-hood’

The emergence of 'citizenship' in popular discourse:The case of Scotland

The 2014 Scottish Referendum gauged public opinion on the possibility of Scotland leaving the United Kingdom, raising significant questions about the legitimacy of claims to citizenship in the event of independence. Through a mixed methods survey, this study explored the ways in which citizenship emerged in popular discourse in the lead up to the Scottish referendum. Findings point to an emphasis in public discourse on a commitment to and participation in society, instead of the more traditional citizenship markers of ancestry, birthplace or residency. Data indicates a view of citizenship encompassing status and practice, while identity was framed in terms of more static notions of birthplace and ancestry. The salience of social participation was noticeably greater in respondents’ assessment of others’ potential Scottish citizenship than their own. Specifically, the study highlights the salience of relational aspects of citizenship in popular discourse, with an emphasis on social citizenship in preference to legal citizenship. The study constitutes a significant contribution to ongoing discussions about ‘participatory citizenship’ in the field of Citizenship studies, by providing much needed empirical data on social conceptualizations of citizenship