This case study investigates a migrant adult’s identity work in playful talk occurring spontaneously in a classroom for Literacy Education and Second Language Learning for Adults (LESLLA). Based on 12 hours of video-recorded interactions among four learners and their teacher, I identified five playful episodes. This paper focuses on two episodes instigated by a woman who told stories of her outside lives. Discourse analysis was performed through the lens of chronotope (timespace) to examine how she navigated multiple chronotopes, including the front-region classroom chronotope, to negotiate identities and how playful language was related to her chronotopic identity work. Playfulness began in the periphery of the classroom chronotope; then the playful language in it led to the playful formulation of outside-life chronotopes where her agentive identity was constructed. Her full semiotic behaviours blurred the boundaries between the classroom chronotope and the outside chronotope so that the other participants could witness her agency. The study concludes that the classroom chronotope itself showed signs of change in a forward-looking direction.

中文翻译：

---

一个移民在课堂上的俏皮谈话中的时空身份

本案例研究调查了成人扫盲教育和第二语言学习课堂 (LESLLA) 中自发发生的玩笑谈话中一名移民成人的身份认同工作。根据四位学习者和他们的老师之间 12 小时的视频互动，我确定了五个有趣的情节。本文重点介绍了由一位讲述她外在生活故事的女性煽动的两集。话语分析是通过时空（时空）的镜头进行的，以检查她如何在多个时空（包括前区教室时空）中导航以协商身份，以及有趣的语言如何与她的时空身份工作相关。嬉戏开始于教室时空体的外围；然后其中有趣的语言导致了她构建代理人身份的外部生活时空体的有趣表述。她完整的符号学行为模糊了课堂时空体和外部时空体之间的界限，以便其他参与者可以看到她的能动性。该研究得出的结论是，课堂时空位本身显示出前瞻性方向的变化迹象。