Skip to main content

Outreach and Collaboration with Au-Pair Girls in Home Employment Settings

  • Chapter
  • First Online:
Language Research in Multilingual Settings

Part of the book series: Communicating in Professions and Organizations ((PSPOD))

Abstract

This chapter presents the first step of the application of research findings in the world of praxis. After a first period of research in the field of home working with au-pairs and some first considerations about the usability of research outputs from the domains of conversation analysis and discourse study, the chapter illustrates several steps that have been undertaken to contact and inform different stakeholders. Specifically, recruiting agencies as well as prospective au-pairs are seen to be the most important interlocutors for a dialogue with the researchers. However, several difficulties and issues have arisen, that demonstrate how complex the home working setting is and how much work still needs to be done for improving the information exchange between the research field and the real world.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    I have chosen this age-range since in Germany, where I live, it is common that mothers stay at home from work for the first year of their children, so that there would be no need for an external help. When a child is 5 or 6 years old, s/he might start with school, so that s/he would be away most of the time in a day. This also influences the choice of not hiring an external caregiver.

  2. 2.

    This is the German-French Office for the Youth (my translation), which is a transnational cultural association with the aim of stimulating the contact between the youth and the adults in the domain of teaching of both German and French. More information can be found in their homepage: https://www.dfjw.org/aufgaben

  3. 3.

    The au-pairs’ names I use in this paper are fictive for the sake of preventing their privacy.

  4. 4.

    I have indeed found four au-pair girls’ groups in Facebook and have sent them a message, also publishing it in a post on their pages (i.e. I have contacted them twice). The four groups are: “Au Pair en France”, “Au Pair International”, “Au Pair World” and “Au Pair Europe”. I have contacted them on 7 July with the following message: Hello everybody! My name is Clelia König and I am a PhD student at the University of Neuchâtel (Switzerland). For my dissertation and two articles that I want to write, I am searching for future au pairs and host-families to have a look at some interesting audio-data. In Switzerland, I have collected real conversations between au pairs and their families (all are anonymised) and now I wish to use these data for future au pair and families. Wouldn’t it be nice and interesting to listen to what is talked about daily? Could this be of use to better understand what is coming up? I would like to collect as much feedback as possible on the data ... so thank you for helping me! To be sure I am a serious researcher, you can find my thesis here: http://www2.unine.ch/islc/page-34729.html (search for Clelia König), and the description of the whole research project here: http://www2.unine.ch/islc/page-35039.html I can also send you per e-mail the articles I have already published about au pairs and second language learning, if you wish so. Please, feel free to contact me via e-mail with every question or clarification request you might have! My e-mail address is clelia.koenig@unine.ch. I speak fluently Italian, German, English and French

    I hope to read from you soon!

    Best regards,

    Clelia

    Unfortunately, I received only one answer, but the person who wrote me was not identifiable, so that I could not trust her account and I decided not to include her answer in my research.

  5. 5.

    In a similar way, the report of another au-pair girl in Paris, whose name is not included in the paper, indicates the major difficulties to be at the beginning of her stay: on the one hand, because she does not speak the L2 very well, on the other hand, because she is an outsider and the reticence of the children to spend time with her is a big issue to cope with.

References

  • Atkinson, J. M. (1982). Understanding formality: Notes on the categorization and production of “formal” interaction. British Journal of Sociology, 33, 86–117.

    Article  Google Scholar 

  • Bangerter, A., Mayor, E., & Pekarek Doehler, S. (2011). Reported speech in conversational storytelling during nursing shift handover meetings. PRO, 48, 183–214.

    Google Scholar 

  • Berger, E., & Pekarek Doehler, S. (2015). Direct reported speech in Storytellings: Enacting and negotiating epistemic entitlements. Text & Talk, 35(6), 789–813.

    Article  Google Scholar 

  • Blum-Kulka, S. (1997). Dinner talk: Cultural patterns of sociability and socialization in family discourse. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Bygate, M. (2004). Some current trends in applied linguistics: Towards a generic view. AILA Review, 17, 6–22.

    Article  Google Scholar 

  • Calleman, C. (2010). Cultural exchange or cheap domestic labour? Constructions of ‘au pair’ in four Nordic countries. In L. Widding Isaksen (Ed.), Global care work. Gender and migration in Nordic societies (pp. 69–96). Lund, Sweden: Nordic Academic Press.

    Google Scholar 

  • Candlin, C. N., & Sarangi, S. (2004). Making inter-relationality matter. Journal of Applied Linguistics, 1(3), 225–228.

    Article  Google Scholar 

  • Cekaite, A. (2007). A Child’s development of interactional competence in a Swedish L2 classroom. The Modern Language Journal, 91(1), 45–62.

    Article  Google Scholar 

  • Chuang, J. (2012). The U.S. Au pair program: Labor exploitation and the myth of cultural exchange. Harvard Journal of Law & Gender, 36, 269–343.

    Google Scholar 

  • Cox, R., & Nerula, R. (2003). Playing happy families: Rules and relationships in au pair employing households in London. England. Gender, Place & Culture: A Journal of Feminist Geography, 10(4), 333–344.

    Article  Google Scholar 

  • Drew, P., & Heirtage, J. (Eds.). (1992). Talk at work. Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Erickson, F. (1990). The social construction of discourse coherence in a family dinner table conversation. In B. Dorval (Ed.), Conversational organization and its development (pp. 207–238). Norwood, NJ: Ablex Publishing Corporation.

    Google Scholar 

  • Fasel Lauzon, V., Pekarek Doehler, S., & Pochon-Berger, E. (2009). Identification et observabilité de la compétence d’interaction: le désaccord comme microcosme actionnel. Bulletin suisse de linguistique appliquée, 89, 121–142.

    Google Scholar 

  • Farina, C., Pochon-Berger, E., & Pekarek Doehler, S. (2012). Le développement de la compétence d’interaction: une étude sur le travail lexical. Tranel, 57, 101–119.

    Google Scholar 

  • Greatbatch, D. (1988). A turn-taking system for British new interviews. Language in Society, 17(3), 401–430.

    Article  Google Scholar 

  • Grujicic-Alatriste, L. (2015a). Framework for application of research findings: An introduction. In L. Grujicic-Alatriste (Ed.), Linking discourse studies to professional practice (pp. 1–24). Bristol, UK: Multilingual Matters.

    Chapter  Google Scholar 

  • Grujicic-Alatriste, L. (Ed.). (2015b). Linking discourse studies to professional practice. Bristol, UK: Multilingual Matters.

    Google Scholar 

  • Hafferty, F. W. (1988). Cadaver stories and the emotional socialization of medical students. Journal of Health and Social Behavior, 29, 344–356.

    Article  Google Scholar 

  • Hall, J. (1993). The role of oral practices in the accomplishment of our everyday lives: The sociocultural dimension of interaction with implications for the learning of another language. Applied Linguistics, 14(2), 145–166.

    Article  Google Scholar 

  • Hall, J. K., Hellermann, J., & Pekarek Doehler, S. (Eds.). (2011). L2 interactional competence and development. Bristol, UK: Multilingual Matters.

    Google Scholar 

  • Hellermann, J. (2008). Social actions for classroom language learning. Clevedon, UK: Multilingual Matters.

    Book  Google Scholar 

  • Hellermann, J. (2011). Members’ methods, members competencies: Looking for evidence of language learning in longitudinal investigations of other-initiated repair. In J. K. Hall, J. Hellermann, & S. Pekarek Doehler (Eds.), L2 interactional competence and development (pp. 147–171). Bristol, UK: Multilingual Matters.

    Chapter  Google Scholar 

  • Heritage, J., & Greatbatch, D. (1991). On the institutional character of institutional talk: The case of news interviews. In D. Boden & D. H. Zimmermann (Eds.), Talk and social structure (pp. 93–137). Berkeley, CA: University of California Press.

    Google Scholar 

  • Hess, S. (2008). The boundaries of monetarizing domestic work: Au pairs and the moral economy of caring. In S. Metz-Gockel, M. Morokvasi, & S. Münst (Eds.), Migration and mobility in an enlarged Europe. A gender perspective (pp. 141–156). Opladen: Farmington Hills.

    Chapter  Google Scholar 

  • Hess, S., & Puckhaber, A. (2004). Big sisters’ are better domestic servants?! Comments on the booming au pair business. Labour migrations: Women on the move, special issue of. Feminist Review, 77, 65–78.

    Article  Google Scholar 

  • König, C. (2013). Topic management in French L2: A longitudinal conversation analytic study. In L. Roberts, A. Ewert, M. Pawlak, & M. Wrembel (Eds.), EUROSLA yearbook (Vol. 13, pp. 226–250). Amsterdam/Philadelphia: John Benjamins Publishing Company.

    Google Scholar 

  • König, C. (2014). Competenza interazionale in francese L2: l’esempio della “parola ripresa” nella conversazione familiare. Linguistica e Filologia, 34, 135–165.

    Google Scholar 

  • Macdonald, C. L. (1998). Manufacturing motherhood: The shadow work of nannies and Au pairs. Qualitative Sociology, 21(1), 25–53.

    Article  Google Scholar 

  • Majlesi, A. R., & Broth, M. (2012). Emergent learnables in second language classroom interaction. Learning, Culture and Social Interaction, 1, 193–207.

    Article  Google Scholar 

  • Nguyen, H. T. (2011). Achieving recipient design longitudinally: Evidence from a pharmacy intern in patience consultation. In J. K. Hall, J. Hellermann, & S. P. Doehler (Eds.), L2 Interactional Competence and Development (pp. 172–205). Bristol, UK: Multilingual Matters.

    Google Scholar 

  • Ochs, E., Smith, R., & Taylor, C. (1989). Detective stories at dinnertime: Problem-solving through co-narration. Cultural Dynamics, II(2), 238–257.

    Article  Google Scholar 

  • Ochs, E., & Taylor, C. (1992). Family narrative as political activity. Discourse & Society, 3(3), 301–340.

    Article  Google Scholar 

  • Ochs, E., Taylor, C., Rudolph, D., & Smith, R. (1992). Storytelling as a theory-building activity. Discourse Processes, 15, 37–72.

    Article  Google Scholar 

  • Orr, J. (1996). Talking about machines: An ethnography of a modern job. Ithaca, NY: Cornell University Press.

    Google Scholar 

  • Pekarek Doehler, S. (2004). Une approche interactionniste de la grammaire: réflexions autour du codage grammatical de la référence et des topics chez l’apprenant avancé d’une L2. Acquisition et Interaction En Langue Etrangère (AILE), 21(1), 123–166.

    Google Scholar 

  • Pekarek Doehler, S., & Pochon-Berger, E. (2011). Developing methods for interaction: A cross-sectional study of disagreement sequences in French L2. In J. K. Hall, J. Hellermann, & S. Pekarek Doehler (Eds.), L2 interactional competence and development (pp. 206–243). Bristol, UK: Multilingual Matters.

    Chapter  Google Scholar 

  • Pochon-Berger, E., Pekarek Doehler, S., & König, C. (2015). Family conversational storytelling at the margins of the workplace: The case of au-pair girls. In L. Grujicic-Alatriste (Ed.), Linking discourse studies to professional practice (pp. 86–108). Bristol, UK: Multilingual Matters.

    Chapter  Google Scholar 

  • Raymond, G. (2000). The voice of authority: The local accomplishment of authoritative discourse in live news broadcasts. Discourse Studies, 2(3), 354–379.

    Article  Google Scholar 

  • Riedinger, K. (2012). Family connections: Family conversations in informal learning environments. Childhood Education, 88(2), 125–127.

    Article  Google Scholar 

  • Rine, E. F., & Hall, J. K. (2011). Becoming the teacher: Changing participant frameworks in international teaching assistant discourse. In J. K. Hall, J. Hellermann, & S. Pekarek Doehler (Eds.), L2 interactional competence and development (pp. 244–267). Bristol, UK: Multilingual Matters.

    Chapter  Google Scholar 

  • Roberts, C., & Sarangi, S. (1999). Hybridity in gatekeeping discourse: Issues of practical relevance for the researcher. In S. Sarangi & C. Roberts (Eds.), Talk, work and institutional order: Discourse in medical, mediation and management settings (pp. 363–390). Berlin, Germany: Mouton de Gruyter.

    Google Scholar 

  • Schultes Kuroczycka, A. (2010). “I’m not a maid!” – A critical look at Au pairs vis-à-vis migrant domestic workers. Journal of Research on Women and Gender, 1, 75–97.

    Google Scholar 

  • Tannen, D. (2004). Talking the dog: Framing pets as interactional resources in family discourse. Research on Language & Social Interaction, 37(4), 399–420.

    Article  Google Scholar 

  • Vuchinich, S. (1990). The sequential organization of closing in verbal family conflict. In A. D. Grimshaw (Ed.), Conflict talk. Sociolinguistic investigations of arguments in conversations (pp. 118–138). Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • List of contacted recruiting agencies:

    Google Scholar 

  • –Au pair World.: http://aupairworld.de/english/index_e.html

  • –Au pair Agentur Merkel.: http://aupair.agentur-merkel.de

  • –Au pair Vermittlung Anna-Maria Schlegel.: http://www.aupair-ams.de/#

  • –Au pair Vermittlung und Beratung Giebner.: http://www.aupaironline.info

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Clelia König .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2020 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

König, C. (2020). Outreach and Collaboration with Au-Pair Girls in Home Employment Settings. In: Grujicic-Alatriste, L. (eds) Language Research in Multilingual Settings. Communicating in Professions and Organizations. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-34671-3_9

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-34671-3_9

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-34670-6

  • Online ISBN: 978-3-030-34671-3

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics