Culturally Diverse Young Children's Social, Emotional, and Relational Lives in Classroom Underlife: A Micro-Ethnographic Discourse Analysis Approach

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Abstract

Schools and educational institutions require more attention and responsibility to promote students' social, emotional, and relational lives. In this study, I paid particular attention to everyday classroom interactions between first graders and explored how they engage in facilitating social and emotional practices and relationship building in these daily moments of classroom underlife (Goffman, 1961). Drawing upon a languaging theory (Bloome & Beach, 2019), my microethnographic discourse analysis examined interactional moves culturally and linguistically diverse students utilized that fostered social and emotional practices and relationship building. My findings show that they utilized tactful and sophisticated interactional moves (e.g., relational-keys) to explore and construct various social norms and relationships with each other and the world while meeting expectations for classroom tasks.

Author

• Jungmin Lee, University of Louisiana at Lafayette
  Presenting Author