Discourse, small-d, Big D James Paul Gee Arizona State.docxlynettearnold46882
Discourse, small-d, Big D
James Paul Gee
Arizona State University
[email protected]
Word Count: 2215
Abstract
The notion of “Big ‘D’ Discourse” (“Discourse” spelled with a capital “D”) is meant to capture
the ways in which people enact and recognize socially and historically significant identities or
“kinds of people” through well-integrated combinations of language, actions, interactions,
objects, tools, technologies, beliefs, and values. The notion stresses how “discourse” (language
in use among people) is always also a “conversation” among different historically formed
Discourses (that is, a “conversation” among different socially and historically significant kinds
of people or social groups). The notion of “Big ‘D’ Discourse” sets a larger context for the
analysis of “discourse” (with a little “d”), that is, the analysis of language in use.
James
Sticky Note
Appeared in: Karen Tracy, Cornelia Ilie, and Todd Sandel, Eds., International Encyclopedia of Language and Social Interaction, published with Wiley-Blackwell and the International Communication Association, 2015
1
People often believe that language is a tool primarily for saying things, for giving information.
But, in reality, language is a tool for three things: saying, doing, and being. When we speak or
write we simultaneously say something (“inform”), do something (act), and are something (be).
When we listen or read we have to know what the speaker or writer is saying, doing, and being
in order to fully understand (Gee 1999).
If a teacher in a math class says “Mary, what do you think?” this could be a test question on the
basis of which Mary will be graded, assessed, or judged. It could be an attempt to start a class
discussion where the teacher cares more about how Mary thinks and the discussion that thinking
can start than she does about grades.
It can be crucial to Mary to know which is which. Misunderstanding the question (e.g., as an
invitation to take a risk and elaborate when in reality it is a test question) can be consequential.
Note that in a case like this, Mary and the other students judge what the question really means
based on their knowledge of the practices, values, and identities acted out in classroom and
expected by this teacher and school. Is the teacher an assessor (be) grading students (do) or is
she a discussion facilitator (be) facilitating talk in interaction (do)? Is she a traditional teacher or
a more progressive teacher? It takes “social knowledge” to understand and to respond
“appropriately”.
Paulo Freire (1995, org. 1968) long ago pointed out that understanding language (in any useful
way) requires understanding the world. Reading the word requires reading the world. To
understand what is being said in any deep way we need to know what speakers or writers are
trying to do. This requires us to know about social practices and genres of activity in the .
My keynote presentation and a session at the Manitoba TEAL Conference, October 23, 2015. The keynote focused on setting up language as a tool for critical literacy, for accessing the power structures in school and society at large.
Discourse, small-d, Big D James Paul Gee Arizona State.docxlynettearnold46882
Discourse, small-d, Big D
James Paul Gee
Arizona State University
[email protected]
Word Count: 2215
Abstract
The notion of “Big ‘D’ Discourse” (“Discourse” spelled with a capital “D”) is meant to capture
the ways in which people enact and recognize socially and historically significant identities or
“kinds of people” through well-integrated combinations of language, actions, interactions,
objects, tools, technologies, beliefs, and values. The notion stresses how “discourse” (language
in use among people) is always also a “conversation” among different historically formed
Discourses (that is, a “conversation” among different socially and historically significant kinds
of people or social groups). The notion of “Big ‘D’ Discourse” sets a larger context for the
analysis of “discourse” (with a little “d”), that is, the analysis of language in use.
James
Sticky Note
Appeared in: Karen Tracy, Cornelia Ilie, and Todd Sandel, Eds., International Encyclopedia of Language and Social Interaction, published with Wiley-Blackwell and the International Communication Association, 2015
1
People often believe that language is a tool primarily for saying things, for giving information.
But, in reality, language is a tool for three things: saying, doing, and being. When we speak or
write we simultaneously say something (“inform”), do something (act), and are something (be).
When we listen or read we have to know what the speaker or writer is saying, doing, and being
in order to fully understand (Gee 1999).
If a teacher in a math class says “Mary, what do you think?” this could be a test question on the
basis of which Mary will be graded, assessed, or judged. It could be an attempt to start a class
discussion where the teacher cares more about how Mary thinks and the discussion that thinking
can start than she does about grades.
It can be crucial to Mary to know which is which. Misunderstanding the question (e.g., as an
invitation to take a risk and elaborate when in reality it is a test question) can be consequential.
Note that in a case like this, Mary and the other students judge what the question really means
based on their knowledge of the practices, values, and identities acted out in classroom and
expected by this teacher and school. Is the teacher an assessor (be) grading students (do) or is
she a discussion facilitator (be) facilitating talk in interaction (do)? Is she a traditional teacher or
a more progressive teacher? It takes “social knowledge” to understand and to respond
“appropriately”.
Paulo Freire (1995, org. 1968) long ago pointed out that understanding language (in any useful
way) requires understanding the world. Reading the word requires reading the world. To
understand what is being said in any deep way we need to know what speakers or writers are
trying to do. This requires us to know about social practices and genres of activity in the .
My keynote presentation and a session at the Manitoba TEAL Conference, October 23, 2015. The keynote focused on setting up language as a tool for critical literacy, for accessing the power structures in school and society at large.
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http://www.languagelinks.org/onlinepapers/Syntax_of_Filipino_as_lingua_franca-part2.pdf
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A presentation on the 12 tenses of the English verb system. An abridged version of a PBET 1103 (Introduction to the Grammar of English) lecture to the TESL Programme students at the Faculty of Education, Universiti Malaya KL.
Language in its biological context. A presentation to the PBET 1101 participants, Semester 1 AY 2010-2011 at the Faculty of Education, University of Malaya, Kuala Lumpur.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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10. medium of thinking
shaping thoughts/ideas
facilitating
thought processes
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
11. communication
bias
alienation
diversity
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
12. record
embodiment
conveyance
ethnicity nurture
- language death = culture death
- languages: living, dying/endangered,
dead/extinct
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
13. contributes
to
nation building
marks
prestige
power
conquest
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
14. arbitrariness
productivity
creativity/flexibility
displacement
cultural transmission
rule-governed
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
15. Symbols are arbitrary :
- different languages have different
terms to represent the same things
Example: money/currency
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
16. The potential number of utterances, as well as
the number of words and meanings in human
languages is practically infinite.
The girl ate the sandwich.
The little girl ate the sandwich.
The pretty little girl ate the sandwich.
The pretty little girl ate the egg sandwich
her mother prepared for lunch yesterday. . .
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
17. new utterances to be created
new thoughts, experiences, situations
new meanings to old words
semantic broadening
semantic narrowing
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
18. email /email address
screensaver
unfriend
e-book TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
19. word meaning narrows to something specific.
- litter: 'a bed” (before1300)
> 'bedding‘ > 'animals on a bedding
of straw’ > things scattered about,
odds and ends. . .
Source: Sol Steinmetz. (2008). Semantic Antics: How and Why Words Change
Meanings. Random House.
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
20. Guido (Guy) Fawkes led the plot to
blow up the English Houses of
Parliament in 1605.
> refers to any "person of grotesque
appearance" – after the burning of
Fawkes‘ effigy
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
21. 20th century, refers to a ‗man‘
(American popular culture)
replaces "fellow," "bloke," "chap," etc.
in English-speaking world
refers to a group of men and women :
―Let‘s go for it, guys!‖
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
22. advent of computers—
mouse
window
keyboard
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
24. Chinese baby in England raised
by a British family
> speaks English
not Chinese.
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
25. sentences
phrases
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
26. •knowledge of L1
competence •description of L1
• use of L1
performance knowledge
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
27. transactional medium: lingua franca
transaction = result.
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
28. learning language to explore works of
literature –
Greek for the works of Homer or
Socrates
Hebrew & Greek to study the Bible
Arabic to read the Quoran
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
29. some religions prefer their scriptures
written and read in their original,
unadulterated form
Arabic for Muslims learn religion
Latin for Christian liturgy
Sanskrit for Hindu liturgy
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
30. language : expression of culture
-things that belong to a culture
can only be expressed fully and
properly in the language that is
the basis of that culture.
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
31. struggle between peoples ethnically the
same but divided by language and
religion
- the Basques and Spaniards in Spain;
Sinhalese and Tamils in Sri Lanka;
the anti-Tagalism of some ethnolinguistic
groups in the Philippines
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
32. colonizers generally make the
population of their colonies speak their
language
- access to opportunities, etc.
Filipinos learned languages of their
colonizers: Spanish and English.
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
33. language is a state of mind
internalized self-images,
abstract and suggestive
Bilinguals:
language of the heart [experienced];
language of the head [remembered]
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
34. alienate or discriminate against
individuals/groups.
promote certain agenda: advertisers, politicians
and all those trying to influence opinion
language bias - imbalance in language use;
preference of a language over another.
TESL Program University of Malaya
Dr. Jessie Grace U. Rubrico
35. O'Grady, William D., Archibald, John, (eds.). (2009).
Contemporary Linguistic Analysis: An Introduction, 6th
edition. Ontario: Pearson Education Canada.
Yule G. (2006). The study of language. Cambridge: CUP
http://grammar.about.com/od/ab/g/broadenterm.htm