Stance in a Corsican School

Abstract

This chapter explores the sociolinguistic significance of teachers' stancetaking in a Corsican bilingual school, with a specific focus on how teachers take up stances toward the two languages of the classroom (Corsican and French) and simultaneously project stances and identities onto their students. The chapter analyzes stance in the details of individual instances of classroom interaction as well as in the trajectories of participant roles taken up by social actors over time. It demonstrates the salience of the language ideological and institutional contexts for the structuring of paired interactional stances and indexical relations between language use and social meanings, and argues that stancetaking both reflects and constitutes the sociolinguistic order.

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