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Descriptors:
Surgery; Group Dynamics; Interpersonal Communication; Communication Skills; Verbal Communication; Classification; Video Technology; Dialogs (Language); Vertical Organization; Power Structure; Safety

Abstract:
Focused dialogue, as good communication between practitioners, offers a condition of possibility for development of high levels of situation awareness in surgical teams. This has been termed "achieving ensemble". Situation awareness grasps what is happening in time and space with regard to one's own unfolding work in relation to that of colleagues, and is necessary to maintain patient safety throughout a surgical list. We refined a typology, initially developed for use in studying the dynamics of teams in aviation safety, of 10 kinds of communication within two broad areas: "Reports", or authoritative acts of communication setting up a monological or authoritative climate; and "Requests", or facilitative acts of communication setting up a dialogical or participatory climate. We systematically mapped how orthopaedic surgical teams use verbal communication through analysis of videotaped operations using the typology. We asked: "do orthopaedic surgical teams set up the conditions of possibility for the emergence of situation awareness through effective communication?" We found that orthopaedic surgical teams tend to produce monological rather than dialogical climates. Dialogue increases with more complex cases, but in routine work, communication levels are depressed and one-way, influenced by surgeons working within a traditionally hierarchical and authoritative culture. We suggest that such a monological climate inhibits development of situation awareness and then compromises patient safety. The same teams, however, generate potentially rich educational climates through exchange of profession-specific knowledge and skills, and we suggest that where technical skill exchange is good, non-technical or interpersonal communication skill levels can follow. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Religion; Dialogs (Language); Self Concept; Religious Education; Biculturalism; Teaching Methods; Cultural Pluralism; Foreign Countries

Abstract:
This article focuses on the need for dialogue in the form of a "third space" for multi-faith realities. In exploring the idea of a "third space," the author draws on the use of the term borrowed from Homi Bahha. Third space, as it is defined in the context of this article, understands the complexities of hybridity, or multiple identities, as experiences by adolescents in the contemporary climate. Dialogue, it is argued, is a necessary component through which adolescents can speak to the complexities of bridging multiple worlds and identities. The argument ultimately rests in language and dialogue's ability within the third space to reframe and eliminate dichotomies and create a "pluralistic identity" in which the individual's holistic self is nurtured and developed. (Contains 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Individual Development; Communication Skills; Religion; Comparative Analysis; Religion Studies; Criticism; Cultural Pluralism; Peace; Undergraduate Study; Graduate Study; Role; Dialogs (Language); History; Intercultural Communication; Departments; Curriculum

Abstract:
Comparative Religion is seen as an important curricula because it could serve as a mechanism for enhancing cross-cultural religious communication. The authors seek to examine the role of Comparative Religion as an important science for enhancing dialogue skills. Such a communication skill, however, must be developed from both intra- and inter-civilizational levels. The authors have employed an historical and textual analysis to re-examine Comparative Religion and its methodology. The authors proposed new curricula in Comparative Religion studies including criticism of the methodologies used in Comparative Religion. This includes a new methodology that considers the existing multicultural religious phenomenon as well as post-September 11, 2001 developments and the plans for departmentalization of Comparative Religion. For further benefit toward peace, harmony, and accepting co-existence, this study also highlights suggestions for developing the undergraduate and postgraduate programs at the higher education level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Aphasia; Speech; Grammar; Suprasegmentals; Cues; Dialogs (Language); Discourse Analysis; Communicative Competence (Languages); Case Studies; Females; Adjustment (to Environment)

Abstract:
This paper investigates recurrent use of the phrase "very good" by a speaker with non-fluent agrammatic aphasia. Informal observation of the speaker's interaction reveals that she appears to be an effective conversational partner despite very severe word retrieval difficulties that result in extensive reliance on variants of the phrase "very good." The question that this paper addresses using an essentially conversation analytic framework is: What is the speaker achieving through these variants of "very good" and what are the linguistic and interactional resources that she draws on to achieve these communicative effects? Tokens of "very good" in the corpus were first analyzed in a bottom-up fashion, attending to sequential position, structure and participant orientation. This revealed distinct uses that were subsequently subjected to detailed acoustic analysis in order to investigate specific prosodic characteristics within and across the interactional variants. We identified specific clusters of prosodic cues that were exploited by the speaker to differentiate interactional uses of "very good." The analysis thus shows how, in the adaptation to aphasia, the speaker exploits the rich interface between prosody, grammar and interaction both to manage the interactional demands of conversation and to communicate propositional content. (Contains 9 figures, 2 tables, 13 extracts, and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Well Being; Foreign Countries; Translation; Humanism; Educational History; English; Books; Literature; Educational Philosophy; Dialogs (Language); Males; Audiences; Health Behavior; Individual Development; Citizen Participation

Abstract:
Michel Jeanneret's "A Feast of Words. Banquets and Table Talk in the Renaissance" (1987; English translation published in 1991) highlighted the celebration by Renaissance humanists of food and drink as catalysts of intellectual exchange. The author convincingly argued that Renaissance banquets served as a paradigm for the humanist body of ideas, and thus became an important setting for works of literature and erudition. This article investigates whether the use of banquets in humanist culture is also reflected in the didactic writings of the age. It focuses on the school dialogues of Desiderius Erasmus (1466?-1536) and Juan Luis Vives (1492/3-1540), which proved to be enormously popular and were--according to a 1582 preface--read in "well-nigh every school" in England and continental Europe. The article illustrates how Erasmus and Vives, especially when addressing an audience of young school boys, aimed to organize a controlled satisfaction of bodily appetites, stimulating the interchange of ideas, whilst avoiding gluttony and intoxication, which are as detrimental for intellectual exchange as they are for the individual's physical and spiritual well-being. The humanists' condemnation of excess was thus connected with their analysis of the human condition and their preoccupation that every child should realize his or her full potential as a human being. The key element in this was considered to be education, which trained children to rise above their animal instincts and desires, and prepared them to participate in society as responsible adults. (Contains 43 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Preservice Teacher Education; Interaction; Foreign Countries; Educational Practices; Teacher Education; Learning; Preservice Teachers; Mentors; Focus Groups; Interviews; Feedback (Response); Dialogs (Language)

Abstract:
Classroom interaction, as a core practice of teaching and learning, remains a "taken-for-granted" and under-examined dimension of teacher education. This paper reports preliminary findings from an empirical investigation of pre-service teacher's development of skills in classroom interaction as core educational practice. Specifically, the paper presents findings from a faculty-wide initiative involving first year Bachelor of Education students from one rural/regional university in NSW, Australia. The research investigated the impact that a focus on the role of dialogue for learning--both in university subjects and practising in classroom sites--has on 124 first year education pre-service teachers' interaction practices with students in their professional experience placements. Findings show that if pre-service teachers experience classroom interactive practices as the object of overt focus during their undergraduate studies, understandings about effective pedagogy and teacher development will develop from beyond a "taken-for-granted" dimension of teaching practice. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Second Language Learning; Second Language Instruction; English (Second Language); Coding; Self Efficacy; Self Evaluation (Individuals); Curriculum Design; Dialogs (Language); Language Skills; Language Tests; Speech Acts; Pragmatics

Abstract:
The present study aimed at examining the knowledge of Iranian EFL learners in responding to compliments in English, with a focus on the variables of gender, age and educational background. The data were collected through a 24-item English Discourse Completion Task (DCT) to which 40 male and female EFL learners were asked to provide short responses. The responses were coded based on micro (17 categories) and macro (7 categories) coding scales. Learners' confidence in their own pragmatic ability was assessed through self-assessment scores. Appreciation token and comment acceptance (micro-level), and acceptance and positive elaboration (macro-level) were the most highly used strategies. Intermediate learners were the most self-confident group. This study can shed light on the effective role of setting speech acts, and compliments in particular, as part of curriculum design to help EFL learners enhance their pragmatic knowledge. (Contains 3 tables, 6 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Autism; Pervasive Developmental Disorders; Children; Adults; Dialogs (Language); Correlation; Adjustment (to Environment); Emotional Response; Interpersonal Communication

Abstract:
We evaluated how children with autism make linguistic adjustments when talking with someone else. We devised two novel measures to assess (a) overall conversational linkage and (b) utterance-by-utterance resonance within dialogue between an adult and matched participants with and without autism (n = 12 per group). Participants with autism were less able to establish "cognitive linkage" with an interlocutor. As predicted, only among children with autism was there a positive correlation between the ability to link in with "speaker's meanings" and ratings of emotional connectedness with the conversational partner. Participants with autism were "not" less likely to show a basic form of dialogic resonance across successive utterances (the "frame grab"), but more often elaborated their responses in an atypical manner. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Picture Books; Reading Processes; Childrens Literature; Philosophy; Thinking Skills; Semiotics; Correlation; Guidelines; Dialogs (Language)

Abstract:
In this article, we want to present and analyse the picture book "The World has no Corners" (2006/1999) by the Norwegian author and illustrator Svein Nyhus. The book represents a new trend in Norwegian picture books for children by inviting the readers into a world of thinking and wondering about existential topics such as life and death, growing up and getting old, God, children's relationship to nature, etc. The picture book does not give clear answers to the questions that are raised, but has a potential for exploratory dialogues between child and adult readers. In our analyses of verbal text and images--and the relation between these--we build on social semiotic theory by Halliday, Kress and van Leeuwen, reception theory by Eco and Iser, and aesthetic theory represented by Dewey and Rorty. Through analyses of some selected spreads, we want to show both the framework keeping the readers inside the text, and the indeterminacies inviting the readers to wonder and speculate about the questions raised. We also want to draw attention towards a special way of co-reading of the spreads. Compared with the process of reading picture books where the adults often confirm or correct the child readers' way of putting their interpretation into spoken language, the co-reading between children and adults in this picture book seems to be rather existential and poetic as well as democratic. We will shed light upon this reading process, as we consider it as a way of the readers fortifying themselves into the world. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Career Guidance; Intervention; Expectation; Career Development; College Graduates; Dialogs (Language); Linguistic Theory; Semiotics; Cognitive Processes

Abstract:
This article examines the role played by dialogic processes in the designing or redesigning of future expectations during a career guidance intervention. It discusses a specific method ("Giving instruction to a double") developed and used during career counseling sessions with two recent doctoral graduates. It intends both to help them outline or specify a career expectation and to create a means to observe the involved dialogic processes. This method was designed within the framework of the "making oneself self" model (Guichard, 2004, 2005, 2009). Dialogic processes were analyzed by referring to (a) this model's conceptualization of individual reflexivity, (b) the Benveniste general linguistic theory, and (c) the concept of "acts of thought", as recently developed from the Peirce semiotic theory. It appeared that each of these two graduates favored different dialogic processes and acts of thought and evolved accordingly. One of them re-read her whole life and created a new career expectation. The other worked on his previous one to move it from the past university laboratory where he wrote his thesis to a future expected job in a specific private company. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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