Unit 1

1. CONVERSATIONAL EXCHANGE: Focus on student-initiated conversational exchanges and code choice btw english/spanish
2. SPEECH EVENT: focus on Spanish lessons and English lessons
3. LANGUAGE ECONOMY: focus on Instances of language use in the school in light of the broader historical and societal context
There is a dialectical/two way relationship between the three levels since what happens inside school, the social practices, (codeshifting to english), reflects and reinforces the language economy since the values of the language economy are translated into practices inside the school. OUR DISCOURSES REFLECT OUR WORLDVIEWS, WHICH IN TURN INFLUENCES SOCIAL REALITY

1. It is easy to see the potential for controlling and influencing what language is used when the teacher initiates the interactional sequence. Less is known of the factors determining the choice of language when students volunteer the beginning of a sequence.
2. Official frame: The official frame manifests itself in two varieties. One variety: talk that is classroom talk, such as oral presentations and student´s talk about answers for textbooks. SPANISH was used most often for this interactional frame. Another variety: talk that is instrumental to the performance of a classroom task, such as asking for instructions (English). Finally, within the official frame, we can find talk that is off-task but on a school topic, such as student to the teacher: can I sharpen my pencil? = prevalence of English despite the fact that the Spanish teacher is being addressed
Unofficial frame: manifest as non academic and non school talk.
English prevails

3. code choice can have frame indexing capabilities
4. - students´ proficiency level in L2
- Addressee
- Classroom rules
Students, when initiating a conv exchange with peers, choose english because english index peerness, it´s the in-group variety, and what account for this is the language economy.

the speech event lesson is organized with:
turn taking and turn allocation
the marking of transitions
English lessons are well planed and english teachers are well prepared, but this is not the case for Spanish lessons, and the language economy accounts for that.

the language economy is the value given to a language in a particular sociopolitical context. For example, Spanish and non-English languages do not share the same prestige as English in the United States, in fact, many people are against bilingual education (due to language ideologies) and this is evidenced in Carranza´s research.

During an English lesson, students communicate in English with professors, for example, when asking questions, providing answers, and this makes part of the official frame. If an accident occurs, for example, a student faints, we would code switch to Spanish in order to help the student and call an ambulance, signaling a shift to an unofficial frame.

As the aim of bilingual program is not achieved, mainly due to the language economy, she proposes to encourage students to use English and Spanish across frames and across addresseess ; to provide constant modelling and feedback on linguistic forms to project an attitude of respect for both languages; and to provide quality instructions and training for minority language teachers.