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Talk in Institutional Settings
Ashleigh Bennett
Erin Dunn
Alison Bell
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Introduction
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discourses vs. Discoursesinstitutions vs. Institutions
The messiness of social
reality
missing whatness(Whelan 2012)
The broad, overarching
structure/ framework
E.g. Law, medicine,government
language in use vs. language above the sentence(Mayr 2008, p. 7)
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Institutions
What is an institution?
an established organisation or foundationdedicated to education, public service orculture
the building or buildings housing such anorganisation
(www.thefreedictionary.com/institution)
A more complex view
Talk and language
http://www.thefreedictionary.com/institutionhttp://www.thefreedictionary.com/institution7/31/2019 Talk in in Institutional Settings
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Identity
A fixed, stable property of the individual psyche ? (Mayes2010 p.194)
No
dynamic, intersubjective, constructed moment bymoment through social interaction and, at the same time,
subject to existing ideologies and perceived socialconstraints.
(Mayes 2010 p.195)
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Talk
a medium for the conveying of information,with varying degrees of effectiveness, from a
speaker to a listener in a transmission model oflearning (Benwell et al 2002, p.430)
Or
as the site for action
(Benwell et al 2002, p. 430)
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Talk as Discourse
Discourse: A culturally and socially organised way of speaking (Mayr
2008 p.7) As construction and a social practice
shaping reality, creating patterns of understanding,which people then apply in social practices. (Mayr 2008 p.
5)
practices which systematically form the objects of whichthey speak.
(Foucault 1972, p.49 in Mayr 2008, p. 8)
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Talk in Institutions
Institutional contexts order patterns of talk
Ritual and uniformity
Accomplishment of tasks
endowed with the performative power to bring intobeing the very realities it claims to describes
(Mayr 2008, p. 3)
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Benwell Study: Shifting Dynamics and
Identities
Agenda-setting positions within the tutorial
setting are more ambivalent than has beenpreviously suggested
Interactional dynamics represent a shift awayfrom traditional classroom hierarchy
Talk as constituting, creating andmanipulating the institution
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The ReadingConstructing discussion tasks in university tutorials: shiftingdynamics and identities.
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Tutor led: the construction andnegotiation of tutorial tasks
Found a common three-part sequence in relation
to task formulation1. Future Projection what is to be done in
current tutorial
2. Contextual detail justifying limits of the taskand past actions
3. Next action usually orientated to a studentparticipation and exchange
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1) Future projection
Extract 1: I thought we could go over
(2.0) some of the questions
Extract 2: anyway I thought (0.2)
perhaps that we would try and
remember (1.0) um (.) what (.) a phasarwas
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2) Contextual detail and limits
Extract 1: I think S2 must have done two
so well move onto three
Extract 3: weve done the interactions
of charged particles weve done the
interactions of gamma rays and wevedone (.) a little bit on neutrons
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3) Immediate next action andstudent input
Extract 2: you can tell me (0.4) all about
phasars now (.) OK? (0.2) whos going tostart
Extract 4: what is the Aleppo Button
about?
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Goffman (1967)
Notion of the preservation of face
Negative face: Whenever the tutor makes ademand of a student in the form of a directquestion their negative face is threatened
Positive face: When a tutor evaluates astudents response negatively they arethreatening positive face
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Techniques to preserve face
Negative politeness: usually takes the form of
hedging (umming and ahring) or low modality(examples: sort of, in a sense), hesitations,pauses fillers and strategic use of avoidance
Positive politeness: works by suggesting
solidarity between speaker and hearer; theywant to establish common ground.
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Extract 3
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Features
3 part structure
Students unwillingness to contribute
High degree of positive politeness
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Question
What are some of the differences in
student-teacher interactions whencomparing high school classroom and
university tutorial settings?
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Breaching Institutional Settings
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Breaching
1. Through student behavior
2. Through the stigmatization of expert language
3. Through tutors democratization of theclassroom
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1) Student Resistance
Hesitation
Unelaborated repetition or opinions
Silence at Transitional Relevance Places
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2) Stigmatization of expertlanguage
Culture as linked to the performance of
education
Forms divide between students and
teachers
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Extract 8
9 S3: is there a significant oh [got to put significant
in there thats
10 S2: [significant yeah
11 S3: one of their (.) [favourites isnt it hahaha
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2) Stigmatization of expertlanguage
Students also try to downplay their knowledge
to save face among their peers-mediocrity asnormalized
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Extract 8
1 S1: does rehearsal (.) help (.) retain the stimulus
2 (1.0)
3 S2: oohh! [hahahaha
4 S3: [hahahaha
5 S4: [hahahaha=
6 S1: =haha (.) phew (.) [where did that come from? hahaha
7 S2: [haha have you swallowed the dictionary!
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2) Stigmatization of expertlanguage
Renegotiating the way people talk present
literary criticism-rather then being textuallyfounded, students often found opinions onpersonal opinions of the text (Allington 2012)
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Question
What authority could students be
resisting through critiquing literaturefrom a subjective standpoint?
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3) Democratizing the classroom
Critical Pedagogy: shifting power in the
classroom through language to createreflexivity (Mayes)
Tutors are less directive, particularly in the use ofhedging
Save face of the student using: humor, irony,increased politeness devices and modifying thetask to suit students efforts
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Question
In your own personal experience of
democratization of the classroom, do youfind that you learn better?
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References
Allington, D 2012, Private experience, textual analysis,and institutional authority: The discursive practice ofcritical interpretation and its enactment in literarytraining, Language and Literature, vol. 21, no. 2, pp211-225
Benwell, B & Stokoe, E 2002, Constructing discussion tasks
in university tutorials: shifting dynamics and studies,Discourse Studies, vol. 4, no. 4, pp 429-453, accessed25/09/12, University of Wollongong Library e-readings
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References Goffman, E 1967, The nature of Deference and
Demeanor, in Interaction Ritual: Essays on Face to-FaceBehaviour, Pantheon Books, New York, pp47-96, accessed
on 26/09/12, University of Wollongong Library e-readings
Kurzon, Dennis. 1995. Talk at work: interaction ininstitutional settings: Paul Drew and John Heritage (eds.),Cambridge: Cambridge University Press, 1992, xii-580pp,Lingua, vol. 96, no. 4: pp.278-286
institution. (n.d.) The American Heritage Dictionary of theEnglish Language, Fourth Edition. (2003). RetrievedOctober 13 2012 from
http://www.thefreedictionary.com/institutionhttp://www.thefreedictionary.com/institution7/31/2019 Talk in in Institutional Settings
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References Mayes, P 2010, The discursive construction of identity and
power in the critical classroom: Implications for appliedcritical theory, Discourse Society, vol.21, no. 2, pp189-210,
accessed 26/09/12, University of Wollongong Library e-readings
Mayr, Andrea. 2008. Introduction: Power, discourse andinstitutions in Advances in Sociolinguistics: Language andPower: An Introduction to Institutional Discourse, Continuum
International Publishing: London. pp.1-25
Tannen, D 2004, Talking the Dog: Framing Pets asInteractional Resources in Family Discourse, Research onLanguage and Social Interaction, vol. 37, no. 4, pp.399-420,accessed 05/08/12, University of Wollongong Library e-readings