Search results for "Dialogic"
showing 10 items of 160 documents
Getting into the Same Boat – Enabling the Realization of the Disabled Child’s Agency in Adult–Child Play Interaction
2021
The purpose of this study was to find out how an adult can enable or hinder the realization of a disabled child’s agency in play interaction. We focused on the child’s play invitations, which were constructed as dispreferred by the adult. The data consisted of nine videotaped playing situations with five nurses and five disabled children in a children’s neurological ward. The microanalysis with interventionist applied conversation analysis focused on one playing situation between one nurse and one three-year-old boy with no spoken language. The nurse responded to the child’s play invitations constructed as dispreferred by her in three different ways. Two of them were about trying to control…
Confronting blackface
2019
Abstract Recently, the Netherlands witnessed an agitated discussion over Black Pete, a blackface character associated with the Saint Nicholas festival. This paper analyzes a televised panel interview discussing a possible court ban of public Nicholas festivities, and demonstrates that participants not only disagree over the racist nature of the blackface character but also over the terms of the debate itself. Drawing on recent sociolinguistic work on stancetaking, it traces how panelists ‘laminate’ the interview’s participation framework by embedding their assessments of Black Pete in contrasting dialogical fields. Their stancetaking evokes opposing trajectories of earlier interactions and …
The emotional journey of being and becoming bilingual
2017
This article examines the foreign language learning biographies of six Finnish English speakers who reflect on their journey towards a bilingual identity. In this article language learning is examined as a process that is intrinsically emotional as emotion connects individuals with the world as well as being a movement within oneself. The data analysis is based on dialogical and narrative approaches. Through the analysis two key story types were named: Bilingualism as striving and Bilingualism as a gift. In the striving stories English was held up as an ideal, as a way of engaging with the wider world but moreover as a way of finding a better ‘me’. In the gift stories, English was experienc…
‘He is Quirky; He is the World's Greatest Psychologist’: On the Community of Those Who Have Nothing in Common
2016
In this article, we challenge the concept of the therapeutic relationship as an operationalisable entity. In contrast to this idea, we introduce Alphonso Lingis’ concept of community, and his distinction between the rational community and the community of those who have nothing in common. This is done through speculative analysis of a transcribed sequence from a research interview with a boy who speaks about his experiences of receiving mental health care. This boy and his family were helped through a network-oriented, dialogical approach. In the sequence highlighted here, the boy speaks of the significance of a particular mental health practitioner. The boy expresses appreciation for the h…
Who and how? : Preservice teachers as active agents developing professional identities
2016
Abstract This study is part of an ongoing action research project with preservice class teachers in Finland. The study aims to better understand the forms agency takes in preservice teachers' professional identity development. Through the dialogical analysis of student assignments, this study outlines how student teachers are active within their own development and the way in which experiences are drawn on as preservice teachers exert their identity-agency. The results of this study provide a relational picture of identity development highlighting the way in which identity-agency is contextualized, potentially nourished by the relationships between self and other and dependent on experience.
Foreign language teaching – Integrationism vs. MGM
2018
Abstract Modern language teaching is no longer grammar based, but based on authentic real life dialogues (dialogic speech acts) which enable learners to communicate or rather to interact verbally and nonverbally competent with native speakers. The conception of language teaching curricula, especially with regard to the development of textbooks, is in need of an applicable model of communication, based on regularities or principles of language-usage. Both, Integrationism and the Mixed Game Model (MGM) opt against segregational static approaches of linguistic analysis and – at first glance – could be considered suitable approaches within the field of language teaching. Yet, I will argue that …
Integrating self, voice, experience
2018
AbstractThe experience of hearing one’s own voice during the act of speaking is a form of self-awareness and self-reflection that occurs in relation to and in interaction with the flow of experience, including the experience of other selves and their voices. Self-communication is deeply implicated in and necessary for interpersonal communication (Harris 1996). And yet, it is the latter which is generally taken to be the paradigm case of human languaging. The fundamental role of self-communication is neglected in the language sciences. Starting with the important fact that we hear our own voice when we speak (Harris 1996, chap. 11), this paper examines the central role of self-communication …
Enhancing Dialogic Argumentation in Mathematics and Science
2017
This paper reports on a teacher professional development (PD) programme addressing dialogic argumentation in mathematics and science classrooms. While argumentation skills are becoming more and more important in an increasingly polarised society, the social aspect of argumentation is often neglected in secondary education. Moreover, it is agreed that genuine argumentation requires time and space in classroom dialogue. There have been calls for research delving into how teachers could be familiarised with dialogic argumentation so that they could foster such dialogue in students. The described PD programme features versatile and continuous cooperation between scholars and participating teach…
(Im)Politeness and interactions in Dialogic Literary Gatherings
2016
Abstract This article examines the interactions that occur in Dialogic Literary Gatherings (DLG), a cultural activity in which low literate adults read and debate classic literature. To respect the principle of egalitarian dialogue, participants agree on how to communicate and reflect on their communicative patterns. We analyse the actual interactional behaviour of participants and the pragmatic traits that evidence how this principle is implemented by identifying dialogic and power interactions in connection to (Im)politeness. This study shows the influence of the situated genre (DLG) over status in the prevalence of politeness and how the participants use polite mitigation strategies that…
Building teacher identity through the process of positioning
2016
This study explores teacher identity work in the context of a one-year programme, Pedagogical Studies for Adult Educators. The data consist of weekly learning diaries written by Anna, a university teacher, during one academic year. The diaries are analysed by means of dialogically oriented narrative analysis leaning on Bakhtinian notions of voicing and ventriloquation. The results show how Anna positions her storytelling and narrated self in relation to relevant characters by voicing and evaluating these characters. The construct of positioning provides tools for understanding the relationship between the self and others in teacher identity. peerReviewed