How speakers of different languages extend their turns : Word linking and glottalisation in French and German

A speaker who issues a confirming turn starting with particles like yes, oui, ja, and so on, may mean to extend it and provide further material. This study shows that French and German speakers employ the same phonetic contrast to indicate the nature of that turn continuation. In spite of the typological difference between the German use of glottalization and the French use of linking phenomena for word boundaries involving word-initial vowels, speakers of both languages exploit this contrast systematically in their design of multiunit turns. Initial confirmations are joined directly to subsequent vowel-fronted turn components when speakers respond with an internally cohesive multiunit confirming turn. The components are separated by glottalization when responses involve multiple actions or departures from a trajectory projected by the turn-initial confirmation. This is further evidence that sound patterns shape interaction and are not solely determined by language-specific phonologies. Data are in French and German with English translation

“Can I say something?” : Meta turn-taking in natural talk

In English the organization of talk into turns is routinely accomplished through a complex system of implicit, non-lexical cues. However, explicit verbalizations, such as “I haven’t finished” or “Can I say something?” do exist. This paper investigates instances in which participants employ meta formulations to structure their interaction. It describes their forms, sequential locations and interactional relevance. Speakers are found to make meta references to turn beginnings, both their own and those of others; and turn completions, typically by others. Meta turn-taking actions are used as a last resort, after other, implicit turn-taking strategies have failed; as a strategy to secure turn space; as a way of eliciting specific next actions; as a practice for initiating repair; and as a more general strategy for committing to a specific course of action

Arabic complementary schools in England: language and Fundamental British Values

Heritage language education is not included in the national curriculum in England and therefore formal learning and teaching of heritage languages is primarily achieved through complementary schools, which are part-time, community-led and linked to various ethnic and national backgrounds. This study focuses on Arabic complementary schools and explores educational practices for teaching Arabic. The study also explores how pupils and teachers conceptualise, construct and manifest their linguistic and social identity, especially with regard to the context that is informed by the promotion of so-called Fundamental British Values (FBV). Observations are based on data from interviews with pupils, teachers and headteachers from three Arabic complementary schools across England. A qualitative analysis of the data reveals that the schools are strongly commited to tolerance and respect, which are part of the FBV; as well as to inclusivity and community cohesion. The analysis also shows that Arabic plays an important role in the construction of community and linguistic identities in the current political environment of suspicion

How phonetic features project more talk

Investigations into the management of turn-taking have typically focussed on pitch and other prosodic phenomena, particularly pitch-accents. Here, non-pitch phonetic features and their role in turn-taking are described. Through sustained phonetic and interactional analysis of a naturally occurring, 12-minute long telephone call between two adult speakers of British English, sets of talk-projecting and turn-projecting features are identified. Talk-projecting features include the avoidance of durational lengthening, articulatory anticipation, continuation of voicing, the production of talk in maximally close proximity to a preceding point of possible turn-completion, and the reduction of consonants and vowels. Turn-projecting features include the converse of each of the talk-projecting features, and two other distinct features: release of plosives at the point of possible turn-completion, and the production of audible outbreaths. We show that features of articulatory and phonatory quality and duration are relevant factors in the design and treatment of talk as talk- or turn-projective

Heritage schools: a lens through which we may better understand citizenship and citizenship education.

Heritage schools are part-time community-based educational institutions offering language and cultural education. In this article we recognize that the UK government is keen to promote diverse, enterprising, community-based educational action and, simultaneously, keen to promote a particular values-based national identity. In general terms, we would expect Heritage schools to be supported for their contribution to communities and as an example of enterprise, but they are instead viewed by the government with suspicion. Following introductory comments, the bulk of the article is given over to an identification of and discussion about seven tensions in debates about Heritage schools that illuminate thinking and practice about aspects of citizenship and citizenship education. Our argument is that by considering these tensions we can illuminate the nature of citizenship and character education. We address two fundamental and contextual tensions by looking at general issues of freedom and control in educational policy and the characterization of Heritage schools. We then discuss five other tensions to do with equality, diversity, achievement, language education and finally the teaching and learning of citizenship and character

Constructing Europe and the European Union through Education : contrasts and congruence within and between Germany and England

This article is based on an analysis of the treatment of the European Union in a sample of textbooks from Germany and England. Following contextual remarks about civic education (politische Bildung) in Germany and citizenship education in England and a review of young people’s views, we demonstrate that textbooks in Germany and in England largely mirror the prevailing political climate in each country regarding Europe. At the same time, the analysis reveals a disparity between the perspectives presented by the textbooks and young people’s views. The textbooks in Germany provide more detail and take a more open approach to Europe than those in England. Finally, we argue that the textbooks may be seen as contributing to a process of socialization rather than one of education when it comes to characterizations of Europe