Abstract
Drawing on educational and sociolinguistic research, this chapters attempt to bring together early, major, and more recent studies that have examined the intersection of playful talk, learners’ play frames, and social identities in schools and classrooms. These studies confirm that playful talk is an enduring feature of classroom talk and action and highlight the importance of looking beyond learners’ curriculum-oriented talk usually with teachers to the heterogeneity of voices, frames, practices, and discourses in schools and classrooms and its implications for learners’ meaning making and identity work. They also point to the need to further examine learners’ expressive repertoires, including various forms of playful talk, the values attached to their linguistic resources, and their multiple and often conflicting identity negotiations, embedded in broader social, historical, political, and ideological contexts and discourses, as well as teacher’s playful talk and social affiliation.
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Lytra, V. (2015). Playful Talk, Learners’ Play Frames and the Construction of Identities. In: Wortham, S., Kim, D., May, S. (eds) Discourse and Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02322-9_13-1
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