Frame shifting and identity construction during whole class instruction
Kings College, London
This chapter explores frame shifts from instructional frames (e.g. lesson frames, class management frames) to play frames. The data consist of instructional interactions between a group of Greek-speaking monolingual and Greek-Turkish bilingual fourth graders and their teachers that took place in a mainstream primary school in Athens, Greece. Drawing on insights from interactional sociolinguistics and conversation analysis complemented by ethnographic data on classroom practices, the chapter explores teacher-led shifts to play frames (e.g. teasing, joking) and the pupil uptakes they elicit as well as teacher responses to pupil-initiated play frames.