Practices of self-selection in the graduate classroom: Extension, redirection, and disjunction
This study investigates the practices of student self-selection in the graduate-level American classroom. Self-selection is a crucial part of the learning process because it allows for the exchange of students’ and teachers’ views, analyses, and opinions, making these exchanges into a whole-classroom experience. Active students who make oral contributions in class are believed to learn more than those who do not (Weaver & Qi, 2005) and to enhance their critical thinking (Crone, 1997; Garside, 1996). In the graduate classroom, however, student self-selection may be challenging, as the material students tackle te...
Source: Linguistics and Education - July 3, 2018 Category: Speech-Language Pathology Source Type: research
Using student positioning to identify collaboration during pair work at the computer in mathematics
Publication date: August 2018 Source:Linguistics and Education, Volume 46 Author(s): Anna F. DeJarnette When students share a computer in a mathematics class, the types of interactions that constitute collaboration can vary from more typical group work settings. The way that students position themselves towards one another through utterances and exchanges has implications for how students collaborate. In this paper I illustrate a method that uses techniques from Systemic Functional Linguistics (SFL) to analyze how collaboration can be traced to strings of individual utterances and acts. Drawing on positioning theory and...
Source: Linguistics and Education - June 27, 2018 Category: Speech-Language Pathology Source Type: research
Constructed dialogue as a resource for promoting students ’ socialization to written academic discourse in an EAP class
This article examines how a professor in an advanced English for Academic Purposes (EAP) course promotes her students’ socialization to written academic discourse through what she says in class. Drawing on a corpus of teacher-student interactions in 12 class sessions, the paper focuses on the professor's use of “constructed dialogue” (Tannen, 1989), also referred to as direct reported speech or quotations, during her classroom talk. Close analyses of the professor's discourse reveal that she frequently constructs the speech of “writer” and “reader” of academic texts in order to subtly convey to students both ...
Source: Linguistics and Education - June 13, 2018 Category: Speech-Language Pathology Source Type: research
Nature and function of proposals in collaborative writing of primary school students
The objective of a proposal appears to be related to both the syntactical design, and the ways in which participants respond to proposals. Proposals for content and translation generate extensive discourse, in contrast to procedural proposals. Writing down the agreed words or sentences occurs in various sequential positions and consequently performs a different function in the joint construction of text. The results enhance our understanding of how primary school students collaboratively write texts. (Source: Linguistics and Education)
Source: Linguistics and Education - June 12, 2018 Category: Speech-Language Pathology Source Type: research
Questions as literacy practice and boundary object in a teacher education setting
Publication date: Available online 1 June 2018 Source:Linguistics and Education Author(s): Mona Blåsjö, Johan Christensson (Source: Linguistics and Education)
Source: Linguistics and Education - June 2, 2018 Category: Speech-Language Pathology Source Type: research
Capitalizing on linguistic variation in Greek Cypriot education
Publication date: June 2018 Source:Linguistics and Education, Volume 45 Author(s): Stavroula Tsiplakou, Elena Ioannidou, Xenia Hadjioannou The Greek Cypriot speech community is diglossic; Cypriot Greek is the naturally acquired variety and Standard Greek is the superposed standard. This paper investigates the role of language variation in education policies and concomitant literacy practices in Cyprus. Past language policies dictated strict adherence to the language curricula of Greece, with minimal reference to linguistic variation for pedagogical purposes, the sole exception being the short-lived curriculum of 2010,...
Source: Linguistics and Education - June 1, 2018 Category: Speech-Language Pathology Source Type: research
Observing, resisting, and problem-posing language and power: Possibilities for small stories in inservice teacher education
In this study, we examine one possible tool for building such understandings: through the telling of small stories. Focusing on small stories told during discussion of language variation within a graduate education course, we analyzed thirty such stories to identify how they were used to build identity positions and discourses of language. Three types of small stories were identified, each positioning the teller in distinct ways with regards to power and agency: as passive observer, as active resister, or as uncertain participant. These findings suggest affordances and constraints for using these types of narratives to exa...
Source: Linguistics and Education - May 31, 2018 Category: Speech-Language Pathology Source Type: research
Connecting to learn, learning to connect: Thinking together in asynchronous forum discussion
This article combines a sociocultural model of classroom talk with a linguistically-oriented model (systemic functional linguistics) to explore what characterizes effective asynchronous online discussion in higher education (HE). While the benefits of discussion are commonly accepted in face-to-face learning, engaging students in effective asynchronous discussion can often be ‘hit or miss’, due in part to the shift to interacting asynchronously. This hybrid mode of spoken-like/written-like communication demands skills which are rarely made explicit, often with the assumption that students (and lecturers) are proficient...
Source: Linguistics and Education - May 30, 2018 Category: Speech-Language Pathology Source Type: research
Reframing recitation: The dialogic potential of students ’ responses in IRE/F
Publication date: June 2018 Source:Linguistics and Education, Volume 45 Author(s): Michael B. Sherry Education research has long documented a pattern called recitation, in which the teacher initiates a question, a student responds, and the teacher evaluates or follows up on that response (also known as IRE/F). Based on negative associations with student engagement and achievement, researchers have identified interventions in the IRE/F cycle intended to disrupt this routine and promote dialogic discourse, in which speakers build on what others have already said to refine their ideas. These interventions include changing ...
Source: Linguistics and Education - May 22, 2018 Category: Speech-Language Pathology Source Type: research
Being ‘a competent language user’ in a world of Others – Adult migrants’ perceptions and constructions of communicative competence
This article investigates the lived experience of language (Busch, 2017) in relation to perceptions of what it means to be ‘a competent language user’. How to define language competence is an ongoing discussion in applied linguistics. However, relatively little attention has been given to the lived experiences of adult migrants with respect to their perceptions of competence. Drawing on an analysis of focus group discussions with adult migrants enrolled in a language program in basic Swedish, this article builds on understandings of communicative competence as a relational construct shaped by intersubjective processes....
Source: Linguistics and Education - May 15, 2018 Category: Speech-Language Pathology Source Type: research
The permanence of departure: Young Mexican immigrant students ’ discursive negotiations of imagined childhoods allá
This article draws from a three-year ethnography with elementary school students from mixed-status Mexican immigrant families in Pennsylvania to explore the ways that they imagined potential childhoods and schooling in Mexico. Through attention to their stances and deictic choices during school-based talk, our findings reveal how going to Mexico was positioned as a permanent departure, and one that students often named as occurring soon, despite the fact that repatriation was extremely rare. We show how understanding children's discursive constructions of their imagined binational lives provides a mechanism for children to...
Source: Linguistics and Education - May 15, 2018 Category: Speech-Language Pathology Source Type: research
National reproduction in national claims: A case study of discursive power in an adult English as a Second Language (ESL) classroom setting
This study serves to bridge this disconnect between academic and folk perspectives on nationalism by developing an empirical account of how adult participants in a single ESL (English as a Second Language) classroom determine the legitimacy of national claims during instructional talk. Grounded in theories of discursive nationalism, a coding analysis of primary (e.g., classroom discourse) and secondary (e.g., group discussions, interviews, observations, and member checks) data sets identifies the discursive components by which participants collectively (de)legitimize claims about nations. This systematic account can guide ...
Source: Linguistics and Education - May 15, 2018 Category: Speech-Language Pathology Source Type: research
Hunting the position: On the necessity of dissonance as attunement for dialogism in classroom discussion
Publication date: June 2018 Source:Linguistics and Education, Volume 45 Author(s): Amy L. Boelé In exploring the relationship between talk, power, and the nature of knowledge in an elementary classroom, I examine how participants position themselves and others within the tensions and dilemmas of dialogic discourse. I argue that in order to understand the complex dilemmas of enacting dialogic discourse in classrooms, power structures must be foregrounded as important theoretical and analytical constructs. Various factors contribute to the positioning of ideas and participants, including teacher question types, the polar...
Source: Linguistics and Education - May 15, 2018 Category: Speech-Language Pathology Source Type: research
Teachers ’ open invitations in whole-class discussions
This article takes a conversation analytic approach to the often employed notions of ‘open-ended or authentic questions’ in classroom interaction. We analyzed the, as we called them, open invitations teachers utter after reading a piece of text during whole-class discussions in 4 Dutch upper primary school classes, of which 2 were followed for a longer period of time. Our data show that these invitations vary in openness. We found 4 different types: (1) invitations projecting (a series of) objectively true or false answers, (2) invitations projecting specific response types, (3) invitations that have a restricted refer...
Source: Linguistics and Education - April 8, 2018 Category: Speech-Language Pathology Source Type: research
Boundaries and hybrid blends: How one multilingual narrator displays symbolic competence in a college writing class
Publication date: June 2018 Source:Linguistics and Education, Volume 45 Author(s): Josephine Meadows Kelso Literacy scholars and second language researchers have identified ELL writers' border crossing experiences as prime sites of critical literacy, observing multilingual speakers' increased ability to manipulate and inflect language with cross-cultural connotations, including metaphorical blending. Most second language researchers who look at ELL's metaphor production focus on language fluency, rather than symbolic competence. This case study compares one Vietnamese-American writer's unconscious application of concept...
Source: Linguistics and Education - April 1, 2018 Category: Speech-Language Pathology Source Type: research
