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Descriptors:
Educational Change; Grammar; Models; Language Usage; Pragmatics; Language Research; Language Classification; Discourse Analysis; Context Effect

Abstract:
The Functional Discourse Grammar model has a twofold objective: on the one hand, to provide a descriptively, psychologically and pragmatically adequate account of the forms made available by a typologically diverse range of languages; and on the other, to provide a model of language which is set up to reflect, at one remove, certain of the stages the analyst assumes the speaker would go through in producing such forms, in terms of the types of discourse acts that may be performed in so doing. The article argues that these goals do not sit easily the one with the other. In practice, the whole emphasis of the levels, components and modules provided by the grammar is designed to achieve only the first of the two objectives. The Contextual component is restricted to representing only those aspects of the context of a given utterance which have a systematic influence on the form of that utterance. So in practice, the analytic approximation to the speaker's performance of discourse act types is far removed from the complexity of the contextual factors which impinge on his or her actual utterance acts in some specific context. The problem is compounded by the lack of any systematic differentiation between considerations relating to the language system, and those having to do with the use of that system in some context. The need to provide for such a distinction is motivated here by a consideration of various types of indexical reference (specifically, "anadeixis" and anaphora) within a discourse. Here an important distinction is made between the nature of the indexical referring procedure being applied, and the particular expression types being used to carry it out. "In fine", the article argues that it is only by attempting to subsume the grammatical apparatus of the modular FDG system within a model of the wider utterance context in which it may be used by a speaker, that the problems raised earlier may be satisfactorily resolved. (Contains 2 figures.) 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:
Computer Software; Computer Assisted Instruction; Multimedia Instruction; Content Analysis; Discourse Analysis; Cooperative Learning; Geometry; Problem Solving; Interpersonal Communication; Group Activities; Research Methodology; Coordination

Abstract:
In CSCL research, collaborative activity is conceptualized along various yet intertwined dimensions. When functioning within these multiple dimensions, participants make use of several resources, which can be social or content-related (and sometimes temporal) in nature. It is the effective coordination of these resources that appears to characterize successful collaborative activity. This study proposes a methodological approach for studying coordination of resources when solving geometry problems with dynamic geometry software. The aim is to suggest a methodological lens to capture both the content-related and social discourse within the context of geometry problem solving using dynamic geometry software. As an example, the paper also provides an analysis of a dyad's face-to-face interaction using the suggested framework. 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:
Middle School Students; Interaction; Problem Solving; Mathematics Instruction; Synchronous Communication; Visual Aids; Computer Mediated Communication; Discussion; Computer Assisted Instruction; Multimedia Instruction; Multimedia Materials; Content Analysis; Discourse Analysis; Cooperative Learning; Instructional Effectiveness; Learning Processes

Abstract:
In this paper we examine how two groups of middle school students arrive at shared understandings of and solutions to mathematical problems. Our data consists of logs of student participation in the Virtual Math Teams (VMT) system as they work on math problems. The project supports interaction both through chat and through a virtual whiteboard. We have examined in detail, the sequential work these students do to constitute and specify "the problem" on which they are working in the ways they produce whiteboard objects and text postings. Solutions emerge as students come to understand the problem on which they are working. This understanding is achieved through gradual respecification of the math problem on which they are working. 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:
Childrens Literature; Power Structure; Social Behavior; Behavior Standards; Discourse Analysis; Literary Criticism

Abstract:
This article takes as its starting point the concept of aetonormativity (the adult normativity germane to the discourse of children's literature), coined by Maria Nikolajeva (2010) in an attempt to unify the increasingly power-oriented theories of children's literature criticism within the past few decades. Acknowledging the usefulness of this concept, but wary of the fact that it could imply an easy transference of "adult" power theory to the study of children's literature, I argue that an aetonormativity-centred system of children's literature criticism crucially needs to reconceptualise the notion of "power" which lies at its heart. Any automatic connection between adult normativity and adult "power" would thus be questioned and critiqued. I propose a first conceptual split of "power" into "authority" and "might", and a consequent redistribution of these two concepts to the adult and child parties in the children's book. I then investigate the critical and metacritical implications, within the framework of an aetonormativity-centred criticism of children's literature, of an increased subtlety in the use and handling of the concept of power when referring to the complex medium of the children's text. 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:
Discourse Analysis; Comparative Analysis; Children; Youth; Foreign Countries; Movement Education; Youth Clubs; Males; Females; Organizations (Groups); Extracurricular Activities; Citizenship Responsibility; Socialization

Abstract:
The aim of this article is to analyze the Swedish scout program. Socialization is used as a theoretical tool in the analysis. The method is inspired by critical discourse analysis. What are children and young people being prepared for, how is it accomplished, and by whom? The findings reveal two discourses: doing things as an investment for the future versus having fun. In "the scout factory," the movement is the initiator, the leader the performer, and the young person the individual who is to become the final product--a responsible citizen. (Contains 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:
Pregnancy; Females; Depression (Psychology); Foreign Countries; Feminism; Praxis; Youth; Discourse Analysis; Public Policy; Web Sites

Abstract:
In this article I consider past and current forms of feminist practice and "girls work" and debates within contemporary English youth work. Drawing on previous scholarly work in Girlhood studies, youth work and youth policy, I explore the range of dominant discourses that have come to shape youth work practice within the current economic and policy climate. Taking two examples of present-day "girls work", Feministwebs and Girlguiding UK, I map the similarities and differences between these distinctive forms of practice, before considering the potential of feminist and queer pedagogies in reclaiming the potential for a liberatory praxis within twenty-first-century girls work. (Contains 9 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:
Immigrants; Foreign Countries; War; Educational Change; Self Concept; Second Language Learning; Second Language Programs; Classification; Citizenship; Acculturation; Social Integration; Discourse Analysis

Abstract:
The study presented in this paper focuses upon conceptualisations of language and identity in the institutionalised arena that emerged in the post-Second World War period with the specific intention of teaching Swedish to adult immigrants in the nation-state of Sweden. Our analysis focuses upon the development of the educational programme "Swedish for immigrants" over time. Our specific interest relates to how categorisations are framed and what, if any, kinds of labels--pertaining to language and identity--emerge in national and local policy documents from the 1960s onwards. Taking a sociohistorical perspective as a point of departure, our analyses indicate discursive changes with regards to the categories and aims of the educational programme, making certain identity positions more accessible than others at specific times. Focusing upon categories from sociohistorical perspectives helps to reveal the social organisation and institutional means that enable society to process citizenship issues. The complex relationship between the empowerment of the immigrants, on the one hand, and the need for integration or assimilation into society on the other, becomes visible through the analysis of empirical data that spans half a century. (Contains 4 tables, 3 figures and 12 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:
Video Technology; Mentors; Reflective Teaching; Language Teachers; Teacher Education; Graduate Students; English (Second Language); Second Language Learning; Second Language Instruction; Meetings; Research Methodology; Discourse Analysis

Abstract:
Despite the push for fostering reflective practices in teacher education in the last 20 years, true reflection remains rare (Farr, 2011). Based on a detailed analysis of four mentor-teacher meetings in a graduate TESOL program, I show how specific mentor practices generate teacher reflection without explicit solicitations. Findings of this study provide some much needed specifications of what transpires at the level of interaction in mentor-teacher meetings in the context of second language teacher education. By engaging video as opposed to audio data, the study also offers an important methodological extension to the existing work. 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:
Females; Educational Policy; Equal Education; Sex Fairness; Discourse Analysis; Gender Issues; International Organizations; Feminism; Empowerment; Justice; Gender Differences; Social Differences

Abstract:
Girls' education has been a focus of international development policy for several decades. The discursive framing of international organizations' policy initiatives relating to girls' education, however, limits the potential for discussing complex gender issues that affect the possibilities for gender equity. Because discourse shapes our understanding of reality, the emphases and omissions of policy language can affect our understanding of complex issues such as the challenges of girls' education in international development. Using feminist critical policy discourse analysis, this study analyzes 300 policy documents, published between 1995 and 2008, that represent the "public face" of 14 organizations active in the field of international development education. We examine three types of discursive arguments given in the documents for educating girls: justice arguments, utility arguments, and empowerment arguments. We show that the robustness of "gender", and related concepts such as equity and equality as theoretical constructs, are limited, which is a factor constraining what can be understood as important in gender equity in education. Policy remains focused on girls and not gender (or boys), and on easily measurable indicators (counting boys and girls in school). This policy discourse does little to recognize that gender as a social process reproduces--or has the potential to challenge--social inequities. (Contains 1 table and 5 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:
Research Reports; Computational Linguistics; Discourse Analysis; Intellectual Disciplines; Classification; Phrase Structure; Grammar

Abstract:
This article presents a group of lexical bundles identified in a corpus of research article introductions as the first step in the analysis of these expressions in the different sections of the research article. A one-million word corpus of research article introductions from various disciplines was compiled and the lexical bundles identified in it were classified grammatically and functionally. The findings of these analyses agreed with previous studies in the most frequent types of grammatical correlates for these bundles and the most frequent functions performed but showed several new qualities for these expressions (Biber, Johansson, Leech, Conrad, & Finegan, 1999; Biber & Conrad, 1999; Biber, Conrad, & Cortes, 2003, 2004). A further step in the analysis matched these lexical bundles to the moves and steps which are characteristic of research article introductions (Swales, 2004), discovering that a group of lexical bundles were exclusively linked to one move or step in a move while a second group occurred across several moves and steps. In addition, some of these expressions were used to trigger the steps that called for their use while others complemented other expressions and were used as comments. (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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