Diverse voices in a second language classroom: Burlesque, parody and mimicry

Abstract

Competence has been theorised as the appropriation of voices that have audibility and status within specific social contexts. In this study, I employ this approach to examine how students in a second language classroom deploy linguistic and cultural resources to both resistand appropriate aspects of the teacher’s voices.A key episode is analysed to show the nuances of students’ ventriloquation of diverse voices (not normally associated with traditional classroomtalk) to construct a complex social order and shifting strategic identities. © 2003 E. Hirst.