This article examines teachers and students styling the voices of literary characters during whole-class talk. Drawing on data from a diverse 12^th Grade ELA class in a rural Canadian school and a multi-week unit exploring the play A Streetcar Named Desire, it focuses on the use of stylized speech to index literary features such as character, time, and location: students and their teacher interpreting, hearing, and doing stylized character voices during oral reading and discussion. In particular, this article outlines both the potential indexical valence of teacher literary stylizations—with attention to stereotypical construals of the ‘Southern’ register and associated character models—and students’ divergent uptake and understanding of those stylizations with reference to their emergent literary understanding. This article argues that more attention is needed to literary character stylization as an everyday practice in classrooms.

本文考察了教师和学生在全班谈话中塑造文学人物的声音。绘图数据来自不同的12^个在乡村学校的加拿大和一个多星期为单位探索发挥ELA年级欲望号街车，它侧重于使用程式化的语音来索引文学特征，如性格、时间和地点：学生和他们的老师在口头阅读和讨论期间解释、听到和做程式化的人物声音。特别是，本文概述了教师文学风格化的潜在索引效价——关注“南方”语域和相关人物模型的刻板解释——以及学生根据他们的新兴文学理解对这些风格化的不同吸收和理解。本文认为，需要更多地关注作为课堂日常实践的文学人物风格化。