CHALLENGING AND ORIENTING TO MONOLINGUAL SCHOOL NORMS IN TURKISH AMERICAN CHILDREN'S PEER DISPUTES AND CLASSROOM NEGOTIATIONS AT A US TURKISH SATURDAY SCHOOL

Abstract

Purpose - Disputes provide a way for children to negotiate how they stand in relationship to one another in the local peer group interaction (Goodwin, 1990, 2006). This study follows the everyday peer disputes and classroom negotiations of a peer group of 8-year-old to 12-year-old Turkish-English speaking (and Meskhetian Turkish-English-Russian speaking) children attending a Turkish Saturday School in the United States, where a monolingual Turkish norm is projected by the teachers, to see how these institutional language norms are used as a resource for the peers to conduct their everyday interactions. Methodology/approach - This study combines methods of ethnography (data are drawn from a year-long ethnography which followed children's everyday language practices in two school settings) and talk-in-interaction, specifically Membership Categorization Analysis (Sacks, 1972, 1992). Findings - Children draw upon the monolingual school norm of using Turkish only, and speaking Turkish correctly, by way of positioning themselves moment-to-moment during disputes with one another. Through repeated appeals to their teachers to relax the Turkish-only rule, they also collaboratively index "speaking English" as a positive category-bound activity (Cekaite & Evaldsson, 2008; Evaldsson, 2007), influencing the local moral order of the peer group. Social implications/originality/value of chapter - The study provides a view of how children living in a transnational society orient to wider societal structures and "build the phenomenal and social worlds they inhabit" (Goodwin & Kyratzis, 2012) as part of their everyday disputes and negotiations with one another.