This study examines the secluded nature of the foreign language classroom and the contrived nature of foreign language classroom discourse. A critically-inclined ecological framework positions the foreign language classroom as a complex and dynamic site, embedded in multiple social systems. Anchored in literature that situates student relationships with the foreign language as simultaneously divorced from real-world contexts and interactionally contrived, discourse analysis illuminates how classroom participants in a beginning eighth grade Spanish classroom grapple with the perceived (un)realness of the language they are using. Discourse analysis reveals regular misunderstandings between participants about the immediate realness and efficacy of Spanish, as it is used in their classroom. These moments of benign conversational conflict, referred to as boundary clashes, are valuable in the information they uncover, both about the nature of the foreign language classroom as well as about varying participant perceptions of whether Spanish is being used for practice, performance, or immediate communication.

本研究考察了外语课堂的隐蔽性和外语课堂话语的人为性。一个极度倾斜的生态框架将外语课堂定位为一个复杂而动态的场所，嵌入在多个社会系统中。以文学为基础，将学生与外语的关系与现实世界的背景和互动设计同时分离，话语分析阐明了八年级开始的西班牙语课堂中的课堂参与者如何应对他们所使用的语言的感知（不）真实性. 话语分析揭示了参与者之间对西班牙语的直接真实性和有效性的经常性误解，因为它在课堂上使用。这些良性对话冲突的时刻，边界冲突，在他们发现的信息中很有价值，包括外语课堂的性质以及不同的参与者对西班牙语是否被用于练习、表演或即时交流的看法。