Abstract
In this chapter, I illustrate that people accumulate idiosyncratic experiences as a repertoire of communicative resources and, in many everyday interactions, use those elements to strike out in new, more loosely encoded, de-enregistered ways. In the face of this kind of everyday creativity, however, a question arises: How do people make sense of each other? Without adhering to the normative expectations of language, dialect and register, how do people interacting know what counts as a communicatively relevant repertoire element? This chapter answers that question by using the concept of metacommentary—or comments about language—as a new ordering principal for understanding heteroglossic communication.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Agha, A. 2005. Voice, footing, & enregisterment. Journal of Linguistic Anthropology 15(1): 38–59.
Agha, A. 2006. Language and Social Relations. Cambridge/New York: Cambridge University Press.
Bakhtin, M. 1981. Discourse in the novel. In The dialogic imagination, ed. M. Holquist, 259–422. (C. Emerson & M. Holquist, trans.) Austin: University of Texas Press.
Bucholtz, M. 2009. From Stance to Style. In Jaffe, Alexandra (Ed). Stance: Sociolinguistic Perspectives. (pp. 146–170). Oxford & New York: Oxford University Press.
Gumperz, J. 1964. Linguistic and social interaction in two communities. American Anthropologist 66(6 part 2):137–154.
Gumperz, J. 1965. Language. Biennial review of anthropology 4:84–120.
Kiesling, S. 2000 Australian English and Recent Migrant Groups. In Varieties of English Around the World: Focus on Australia, ed. David Blair and Michael Collins, 239–257. Amsterdam/Philadelphia: Benjamins.
Kroskrity, P., (ed.) 2000. Regimes of language. Santa Fe: SAR Press.
Lucy, J. 1993. Reflexive language: Reported speech and metapragmatics. Cambridge: Cambridge University Press.
Mitchell-Kernan, C. 1972. Signifying and Marking: Two African-American Speech Acts. In Directions in Sociolinguistics, ed. J. Guymperz, and D. Hymes, 161–179. New York: Holt, Rinehart & Winston.
O’Connor, B. 2012. Racial identification, knowledge, and the politics of everyday life in an Arizona science classroom: A linguistic ethnography. Unpublished PhD Dissertation, University of Arizona.
Rampton, B. 2006. Language in late modernity. Cambridge/New York: Cambridge University Press.
Rymes, B. 1997. Second language socialization: A new approach to second language acquisition research. Journal of Intensive English Studies 11:143–155.
Rymes, B. 2001. Conversational borderlands: Language and identity in an alternative urban high school.
Rymes, B. 2010. Classroom Discourse Analysis: A Focus on Communicative Repertoires. In Sociolinguistics and Language Education, ed. N. Hornberger and S. McKay, 528–546. Buffalo: Multilingual Matters.
Rymes, B., M. Cahnmann-Taylor, and M. Souto-Manning. 2008. Bilingual teachers’ performances of power and conflict. Teaching Education Journal 19(2): 105–119.
Sante, L. 1998. The factory of facts. New York: Pantheon.
Silverstein, M. 1993. Metapragmatic discourse and metapragmatic function. In Reflexive language: Reported speech and metapragmatics, ed. J. Lucy, 33–58. New York: Cambridge University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Rymes, B. (2014). Marking Communicative Repertoire Through Metacommentary. In: Blackledge, A., Creese, A. (eds) Heteroglossia as Practice and Pedagogy. Educational Linguistics, vol 20. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7856-6_16
Download citation
DOI: https://doi.org/10.1007/978-94-007-7856-6_16
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-7855-9
Online ISBN: 978-94-007-7856-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)