The Handbook of Discourse Analysis
The Handbook of Discourse Analysis The Handbook of Discourse Analysis
514 Carolyn Temple Adger NOTES 1 Transcription conventions are as follows (based on Tannen 1984): . sentence-final falling intonation ? sentence-final rising intonation , continuing intonation . . noticeable pause, less than half-second . . . half-second pause; each extra dot represents additional half-second pause underline emphatic stress CAPITALS extra emphatic stress italics graphemes // slash marks indicate uncertain transcription or speaker overlap = speaker’s talk continues or second speaker’s talk is latched onto first speaker’s without a noticeable pause : lengthened sound (extra colons represent extra lengthening) ( ) information in parentheses applies to the talk that follows; continues until punctuation 2 Labov and Fanshel (1977: 29) made a similar claim about dyadic interaction: “Conversation is not a chain of utterances, but rather a matrix of utterances and actions bound together by a web of understandings and reactions.” 3 Although this is not the point that Hicks wants to make, the methodology for which she argues is able to make evident the dimensions of a discursive event that Fairclough identifies: “language use, analyzed as text, discourse practice and social practice” (Fairclough 1993: 138). REFERENCES Adger, C. T. (1984). Communicative competence in the culturally diverse classroom: negotiating norms for linguistic interaction. Unpublished doctoral dissertation, Georgetown University. Adger, C. T. (1998). Register shifting with dialect resources in instructional discourse. In S. Hoyle and C. T. Adger (eds), Kids Talk: Strategic Language Use in Later Childhood (pp. 151–69). New York: Oxford. Adger, C. T., and Detwyler, J. (1993). Empowering talk: African American teachers and classroom discourse. Paper presented at the annual meeting of the American Education Research Association, Atlanta, April. Au, K., and Jordan, C. (1981). Teaching reading to Hawaiian children: finding a culturally appropriate solution. In H. Trueba, G. Guthrie, and K. Au (eds), Culture and the Bilingual Classroom: Studies in Classroom Ethnography (pp. 139–52). Rowley, MA: Newbury House. Bakhtin, M. (1981). The Dialogic Imagination: Four Essays by M. M. Bakhtin. Ed. M. Holquist trans. C. Emerson and M. Holquist. Austin: University of Texas Press.
Discourse in Educational Settings 515 Bloome, D., and Greene, J. (1992). Educational contexts of literacy. In W. Grabe, (ed.), Annual Review of Applied Linguistics, 13, 49–70. Bloome, D., and Theodorou, E. (1988). Analyzing teacher–student and student–student discourse. In J. Green and J. Harker (eds), Multiple Perspective Analyses of Classroom Discourse (pp. 217–48). Norwood, NJ: Ablex. Cazden, C. (1988). Classroom Discourse: The Language of Teaching and Learning. Portsmouth, NH: Heinemann. Cazden, C. (1996). Selective traditions: readings of Vygotsky in writing pedagogy. In D. Hicks (ed.), Discourse, Learning, and Schooling (pp. 165–88). New York: Cambridge University Press. Corson, D. (ed.) (1997). Encyclopedia of Language and Education, 8 vols. Dordrecht: Kluwer. Eder, D. (1993). “Go get ya a French!”: romantic and sexual teasing among adolescent girls. In D. Tannen (ed.), Gender and Conversational Interaction (pp. 17–31). New York: Oxford University Press. Eder, C. (1998). Developing adolescent peer culture through collaborative narration. In S. Hoyle and C. T. Adger (eds), Kids Talk: Strategic Language Use in Later Childhood (pp. 82–94). New York: Oxford University Press. Erickson, F. (1996). Going for the zone: the social and cognitive ecology of teacher–student interaction in classroom conversations. In D. Hicks (ed.), Discourse, Learning, and Schooling (pp. 29–63). New York: Cambridge University Press. Erickson, F., and Mohatt, G. (1982). Cultural organization of participation structures in two classrooms of Indian students. In G. D. Spindler (ed.), Doing the Ethnography of Schooling (pp. 132–75). New York: Holt, Rhinehart, and Winston. Erickson, F., and Shultz, J. (1982). The Counselor as Gatekeeper: Social Interaction in Interviews. New York: Academic Press. Fairclough, N. (1993). Critical discourse analysis and the marketization of public discourse: the universities. Discourse and Society, 4, 133–68. Florio, S., and Schultz, J. (1979). Social competence at home and at school. Theory into Practice, 18, 234–43. Foster, M. (1995). Talking that talk: the language of control, curriculum, and critique. Linguistics and Education, 7, 129–50. Gee, J. P. (1989). Two styles of narrative construction and their linguistic and educational implications. Discourse Processes, 12, 287–307. Goffman, E. (1974). Frame Analysis. Cambridge, MA: Harvard University Press. Goffman, E. (1981). Forms of Talk. Philadelphia: University of Pennsylvania Press. Goldenberg, C., and Patthey-Chavez, G. (1995). Discourse processes in instructional conversations: interactions between teacher and transition readers. Discourse Processes, 19, 57–73. Green, J., and Wallat, C. (1981). Mapping instructional conversations – a sociolinguistic ethnography. In J. Green and C. Wallat (eds), Ethnography and Language in Education Settings (pp. 161–205). Norwood, NJ: Ablex. Griffin, P., and Shuy, R. (1978). Children’s Functional Language and Education in the Early Years. Arlington, VA: Center for Applied Linguistics. Gumperz, J. (1977). Sociocultural knowledge in conversational inference. In M. Saville-Troike (ed.), Linguistics and Anthropology (pp. 191– 211). 28th Annual Round Table Monograph Series in Languages and Linguistics. Washington, DC: Georgetown University Press.
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<strong>Discourse</strong> in Educational Settings 515<br />
Bloome, D., and Greene, J. (1992).<br />
Educational contexts <strong>of</strong> literacy. In<br />
W. Grabe, (ed.), Annual Review <strong>of</strong><br />
Applied Linguistics, 13, 49–70.<br />
Bloome, D., and <strong>The</strong>odorou, E. (1988).<br />
Analyzing teacher–student and<br />
student–student discourse. In J. Green<br />
and J. Harker (eds), Multiple<br />
Perspective Analyses <strong>of</strong> Classroom<br />
<strong>Discourse</strong> (pp. 217–48). Norwood,<br />
NJ: Ablex.<br />
Cazden, C. (1988). Classroom <strong>Discourse</strong>:<br />
<strong>The</strong> Language <strong>of</strong> Teaching and Learning.<br />
Portsmouth, NH: Heinemann.<br />
Cazden, C. (1996). Selective traditions:<br />
readings <strong>of</strong> Vygotsky in writing<br />
pedagogy. In D. Hicks (ed.), <strong>Discourse</strong>,<br />
Learning, and Schooling (pp. 165–88).<br />
New York: Cambridge University<br />
Press.<br />
Corson, D. (ed.) (1997). Encyclopedia <strong>of</strong><br />
Language and Education, 8 vols.<br />
Dordrecht: Kluwer.<br />
Eder, D. (1993). “Go get ya a French!”:<br />
romantic and sexual teasing among<br />
adolescent girls. In D. Tannen (ed.),<br />
Gender and Conversational Interaction<br />
(pp. 17–31). New York: Oxford<br />
University Press.<br />
Eder, C. (1998). Developing adolescent<br />
peer culture through collaborative<br />
narration. In S. Hoyle and C. T. Adger<br />
(eds), Kids Talk: Strategic Language Use<br />
in Later Childhood (pp. 82–94). New<br />
York: Oxford University Press.<br />
Erickson, F. (1996). Going for the zone:<br />
the social and cognitive ecology<br />
<strong>of</strong> teacher–student interaction in<br />
classroom conversations. In D. Hicks<br />
(ed.), <strong>Discourse</strong>, Learning, and Schooling<br />
(pp. 29–63). New York: Cambridge<br />
University Press.<br />
Erickson, F., and Mohatt, G. (1982).<br />
Cultural organization <strong>of</strong> participation<br />
structures in two classrooms <strong>of</strong> Indian<br />
students. In G. D. Spindler (ed.),<br />
Doing the Ethnography <strong>of</strong> Schooling<br />
(pp. 132–75). New York: Holt,<br />
Rhinehart, and Winston.<br />
Erickson, F., and Shultz, J. (1982). <strong>The</strong><br />
Counselor as Gatekeeper: Social<br />
Interaction in Interviews. New York:<br />
Academic Press.<br />
Fairclough, N. (1993). Critical discourse<br />
analysis and the marketization <strong>of</strong><br />
public discourse: the universities.<br />
<strong>Discourse</strong> and Society, 4, 133–68.<br />
Florio, S., and Schultz, J. (1979). Social<br />
competence at home and at school.<br />
<strong>The</strong>ory into Practice, 18, 234–43.<br />
Foster, M. (1995). Talking that talk: the<br />
language <strong>of</strong> control, curriculum, and<br />
critique. Linguistics and Education, 7,<br />
129–50.<br />
Gee, J. P. (1989). Two styles <strong>of</strong> narrative<br />
construction and their linguistic and<br />
educational implications. <strong>Discourse</strong><br />
Processes, 12, 287–307.<br />
G<strong>of</strong>fman, E. (1974). Frame <strong>Analysis</strong>.<br />
Cambridge, MA: Harvard University<br />
Press.<br />
G<strong>of</strong>fman, E. (1981). Forms <strong>of</strong> Talk.<br />
Philadelphia: University <strong>of</strong><br />
Pennsylvania Press.<br />
Goldenberg, C., and Patthey-Chavez, G.<br />
(1995). <strong>Discourse</strong> processes in<br />
instructional conversations:<br />
interactions between teacher and<br />
transition readers. <strong>Discourse</strong> Processes,<br />
19, 57–73.<br />
Green, J., and Wallat, C. (1981). Mapping<br />
instructional conversations – a<br />
sociolinguistic ethnography. In J. Green<br />
and C. Wallat (eds), Ethnography<br />
and Language in Education Settings<br />
(pp. 161–205). Norwood, NJ: Ablex.<br />
Griffin, P., and Shuy, R. (1978). Children’s<br />
Functional Language and Education in<br />
the Early Years. Arlington, VA: Center<br />
for Applied Linguistics.<br />
Gumperz, J. (1977). Sociocultural<br />
knowledge in conversational<br />
inference. In M. Saville-Troike (ed.),<br />
Linguistics and Anthropology (pp. 191–<br />
211). 28th Annual Round Table<br />
Monograph Series in Languages and<br />
Linguistics. Washington, DC:<br />
Georgetown University Press.