ir use a language which did not seem to belong to them ("language crossing"). On the whole, ethnographic work combines the detailed analysis of recorded talk alongside ethnographic observations and interviews, to examine the micro-level, minute-to minute processes of socialization, learning and construction of identities that goes on in schools (e. g. "jocks" and "burnouts", popular culture percolation into classroom etc. ).
Linguistic ethnography has shown how complex the relationships between languages and their different varieties can be within multilingual contexts. Amongst these findings of peer group worlds are the following: language was a key aspect of personal style for US high-school students; pre-adolescent girls in the school playground have a keen sense of fair play; 10-to12-year-old children have a recurring pattern of themes across conversations. Among others are findings belonging to linguistic diversity in classrooms and societies. Those findings include a hypothesis that ethnic and class divisions are symbolically recreated at a local level, in the course of young peoples personal expression and pursuit of relationship.
On the whole the article is the article is an excellent, lucid and well-motivated presentation of childrens experience of different languages, race, gender, and class. The author showed how relations of social inequality are played out at a local level. Stressing the interpretation of official and unofficial practices in school and out-of-school experience, the author traces processes of broader cultural learning and the construction of friendship, hierarchy and social exclusion in ordinary everyday interactions. The research depicts schools as rich, hybrid places in terms of childrens language.
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