Language play: an analysis of interactions in context of ESL classroom

Abstract

This research paper approaches Language Play (COOK, 1997; COOK, 2000; TARONE, 2000; BELL 2005; BELL, 2011; WARING, 2012), which, despite not being a widely researched field, as it is a considerably recent area of study, has positive aspects for ESL classroom and language learning. LP happens when participants use language with the purpose of enjoyment. It does not serve directly to manipulate the environment nor to form and maintain relationships (COOK, 1997). It can be done through linguistic, semantic and pragmatic levels and it is natural and important to human beings (COOK, 2000). The objective of this research is to understand how LP happens during classroom interaction and game play of UNO. To accomplish it, the method used was a qualitative analysis of naturally occurring interactions that happened in an English advanced classroom. The participants are two teenage girls aged 13 and 14 years old and their female teacher. The data was transcribed in the light of Conversation Analysis and the moments of playful language were identified and categorized, which led to three main categories: Biographical play, Creation play, and Game rules play. Even though these classifications enable us to see the distinct moments in which LP happens, the greatest conclusion of this research is the importance of the role of alignment among the participants, as it has leveraged the occurrences of LP in the interactions. Another contribution is the understanding that there is space and opportunities inside ESL classrooms for the use of LP, no matter its taxonomies. What is important is to maintain mutual respect and to preserve the moments of teaching and learning.