Communities develop social languages in which utterances take on culturally specific situated meanings. As physics students interact in their classroom, they can learn the broader physics community’s social language by co-constructing meanings with their instructors. We provide an exposition of a systematic and productive use of idiosyncratic, socially acquired language in two classroom communities that we consider to be subcultures of the broader community of physicists. We perform a discourse analysis on twelve quantum mechanics students, two instructors, and the course text related to statements about basis and change of basis within a spin-$½$ probability problem. We classify the utterances’ grammatical constructions and situated meanings. Results show that students and instructors’ utterances referred to a person, calculation, vector being in, or vector written in a basis. Utterances in these categories had similar situated meanings and were used similarly by the students and instructors. Utterances referred to change of basis as changing the form of a vector, writing the vector in another way, changing the vector into another vector, or switching bases. Utterances in these categories had varying situated meanings and were used similarly by the students and instructors. The students and instructors often switched between different discourse types in quick succession. We found similar utterance types, situated meanings, and grammatical constructions across students and instructors. The textbook’s discourse sometimes differed from the discourse of the students and instructors. Within this study, the students and instructors were from two universities, yet they spoke similar utterances when referring to basis and change of basis. This gives evidence to their shared social language with a broader community of physicists. Integrating and leveraging social languages in the classroom could facilitate students’ enculturation into the classroom and broader professional community.

中文翻译：

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与量子力学基础和基础变化相关的学生、教师和教科书论述的特征

社区发展出社会语言，在这种语言中，话语具有特定的文化情境意义。当物理学生在课堂上互动时，他们可以通过与教师共同构建意义来学习更广泛的物理社区的社交语言。我们提供了在两个课堂社区中系统和富有成效地使用特殊的、社会习得的语言的说明，我们认为这两个课堂社区是更广泛的物理学家社区的亚文化。我们对十二名量子力学学生、两名教师以及与自旋内基和基变化的陈述相关的课程文本进行了话语分析。$½$概率问题。我们对话语的语法结构和情境意义进行分类。结果表明，学生和教师的话语指的是人、计算、向量在或写在一个基础上的向量。这些类别中的话语具有相似的情境含义，并且被学生和教师相似地使用。话语将基的变化称为改变向量的形式，以另一种方式写向量，将向量变成另一个向量，或切换基。这些类别中的话语具有不同的情境含义，学生和教师的使用方式相似。学生和教师经常在不同的话语类型之间快速切换。我们在学生和教师中发现了相似的话语类型、情境含义和语法结构。教科书的话语有时与学生和教师的话语不同。在这项研究中，学生和教师来自两所大学，但在提到基础和基础变化时，他们的说法相似。这为他们与更广泛的物理学家社区共享的社交语言提供了证据。在课堂中整合和利用社交语言可以促进学生融入课堂和更广泛的专业社区。