Abstract Although not often discussed, complementary (‘mother tongue’) classrooms comprise participants who differ substantially in a number of ways. Differences comprise, e.g. participants’ orientations to and understandings of the indexicalities of linguistic registers, which may have been brought along from the presupposed country of origin. It has local consequences when students and teacher do not share normative models, and students refuse the teacher as an expert authority. For instance, it may disrupt the classroom order and complicate processes of classroom language socialization. The societal context of the complementary classroom also has a potential influence on the local effect of valorized differences. In this paper we illustrate how pronunciation differences are made salient in a Turkish mother tongue classroom in Denmark, and how pronunciation feeds into negotiations of expertise, authority and the keying of classroom activities. Situated humorous performance is juxtaposed and intertwined with practices that conventionally index learning. We compare the case study to the wider societal context to discuss how dominant ideologies of language and education contributed to the teacher’s challenges in the specific classroom setting.

中文翻译：

---

土耳其母语教室的语言意识形态，软语言和模仿

摘要尽管互补性（“母语”）教室并不经常讨论，但其参与者却在许多方面存在很大差异。差异包括，例如，参与者对语言登记册的索引性的理解和理解，这可能是从预设的原籍国带来的。当学生和老师不共享规范模型，而学生拒绝老师作为专家权威时，这会带来局部后果。例如，它可能会破坏教室秩序，并使教室语言社交化的过程复杂化。互补教室的社会环境也可能对价差差异的局部影响产生潜在影响。在本文中，我们说明了如何在丹麦的土耳其母语教室中突出发音差异，以及发音如何促进专业知识，权威和课堂活动键的谈判。幽默的表演与传统索引学习的做法并列并交织在一起。我们将案例研究与更广泛的社会背景进行了比较，以讨论语言和教育方面的主导意识形态如何在特定的课堂环境中对教师的挑战做出了贡献。