This guide for students and practitioners is introduced by Christopher J. Hall, Patrick H. Smith, and Rachel Wicaksono. This presentation talks about discourse analysis and its several definitions including the pervasive relevance of discourse (analysis), linguistic approaches to discourse analysis, social approaches to discourse analysis, and themes in contemporary discourse analysis. This will discuss the nature of discourse analysis in context significant to all PhD Language Studies students around the globe.
Systemic Functional Linguistics: An approach to analyzing written academic di...ClmentNdoricimpa
Written academic discourse refers to the way of thinking and using language that exist in the academy. Writers demonstrate knowledge and negotiate social relations with readers by means of written discourse. In order to understand these characteristics of written discourse, different approaches are followed. Some follow a linguistic approach to uncover the linguistic devices associated with coherence in a written text. Other follow a social approach to analyze the social cultural context in which a written text occurs. However, it is demonstrated that the linguistic and the social cultural elements in a written text cannot be disassociated and that an approach, which combine the two approaches is required. Such an approach is Systemic Functional Linguistics (SFL). Therefore, this paper discusses the way in which SFL is used as an approach to analyzing linguistic features of academic discourses and how those features relate to social cultural context. In this paper, it is shown that SFL provides the means to analyze not only the linguistic resources employed in a written text but also the context in which the text is used. These linguistic resources are associated with the creation of ideational, interpersonal and textual meaning at the level of lexicogrammar and discourse semantic. The context is modelled through register and genre theory.
Ecolinguistics is the study of language is relevant to many other fields of inquiry. Ecolinguistics is the study of language according to the environment it is used in (Derni, 2008).
Language is part of the environment where we live, it is to be speculated in accordance with this environment. And as language enters into almost every aspect of human life, many disciplines dealing with various aspects of human life can be used in correspondence with linguistic study.
Ecolinguistics also investigates the role of language in the development and possible solution of ecological and environmental problems (Fill, 1993 in Al-Gayoni, 2012:28). In the other words ecolinguistics is a study of preservation of linguistic diversity.
This guide for students and practitioners is introduced by Christopher J. Hall, Patrick H. Smith, and Rachel Wicaksono. This presentation talks about discourse analysis and its several definitions including the pervasive relevance of discourse (analysis), linguistic approaches to discourse analysis, social approaches to discourse analysis, and themes in contemporary discourse analysis. This will discuss the nature of discourse analysis in context significant to all PhD Language Studies students around the globe.
Systemic Functional Linguistics: An approach to analyzing written academic di...ClmentNdoricimpa
Written academic discourse refers to the way of thinking and using language that exist in the academy. Writers demonstrate knowledge and negotiate social relations with readers by means of written discourse. In order to understand these characteristics of written discourse, different approaches are followed. Some follow a linguistic approach to uncover the linguistic devices associated with coherence in a written text. Other follow a social approach to analyze the social cultural context in which a written text occurs. However, it is demonstrated that the linguistic and the social cultural elements in a written text cannot be disassociated and that an approach, which combine the two approaches is required. Such an approach is Systemic Functional Linguistics (SFL). Therefore, this paper discusses the way in which SFL is used as an approach to analyzing linguistic features of academic discourses and how those features relate to social cultural context. In this paper, it is shown that SFL provides the means to analyze not only the linguistic resources employed in a written text but also the context in which the text is used. These linguistic resources are associated with the creation of ideational, interpersonal and textual meaning at the level of lexicogrammar and discourse semantic. The context is modelled through register and genre theory.
Ecolinguistics is the study of language is relevant to many other fields of inquiry. Ecolinguistics is the study of language according to the environment it is used in (Derni, 2008).
Language is part of the environment where we live, it is to be speculated in accordance with this environment. And as language enters into almost every aspect of human life, many disciplines dealing with various aspects of human life can be used in correspondence with linguistic study.
Ecolinguistics also investigates the role of language in the development and possible solution of ecological and environmental problems (Fill, 1993 in Al-Gayoni, 2012:28). In the other words ecolinguistics is a study of preservation of linguistic diversity.
Style and Cultural Construction A Sapeur in Kinshasa. .docxpicklesvalery
Style and Cultural Construction
A Sapeur in Kinshasa.
“Language brings the social world into being.”
(Bucholtz, p. 2)
Social categories like race, ethnicity and gender are cultural constructs: their meanings, implications and consequences are a product of how they are defined and used within a particular socio-cultural context.
In the 19th Century, there was no one “White Race”– rather there were several white races, some superior to others: Irish, Greeks, Italians & Jews were assigned to the latter category.
Later, the category of whiteness was homogenized.
Race as Discourse
Discourse: “connected stretches of language” about a particular set of ideas or topics, which may be found across a wide variety of specific contexts.
Race as a discourse: “includes all talk or writing about race or racialized issues, from everyday conversations to political speeches to discussion on the Internet.”
Race as Discourse
Discourse analysis “includes both content (what is said) and structure (how it is said), as well as the social context in which such discourse is produced, circulated and interpreted by others” (Bucholtz p. 7).
Race as Discourse
Discourses are internally complex and even contradictory: they include many different ideas, beliefs and positions.
Some of these ideas support one another, some are opposed to one another.
The complexity of race discourse:
Includes racist and anti-racist positions, scientific claims about race (including “scientific racism”), talk about rights and justice, discussion of symbolic markers of race (like language, clothing and music styles, and divisions of space (e.g. talk about “bad” and “good” neighborhoods)…. Etc.
Race as Discourse
Not everyone agrees about what race is, what it means socially, or who belongs in what racial categories.
However, everyone has access to the same set of ideas, images, stereotypes, etc.
People orient themselves within that discourse in different ways.
Ideology
Ideas or discourses like race are not neutral: they are ideologies.
“cultural beliefs that serve the interests of some social groups over those of other groups” (Bucholtz p. 5).
Examples of ideology?
Marx famously argued that capitalist ideology imagines society as an arena of competition over scarce resources, in which superior individuals succeed.
Served the interests of the “bourgeousie”– the class who own capital, or the means of production
This way of thinking about society supported by other discourses, e.g. biological discourse of Darwinian natural selection.
Race as Ideology
These ideas, and their association with particular social groups, are not always obvious to people
they are seen as obvious and natural, “ just the way things are.”
Therefore ideologies tend to “naturalize” the perspectives and interests of groups in power.
The idea of race ”naturalizes” social inequalities in a particular way: it claims that inequalities are rooted in essential biological differe ...
The History of the Study of Intercultural Communication
General Understanding of Culture
Attributes and Character of Culture
Directions and Goals of Culture
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 .
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2.
Are different varieties of languages that allow us to
express different socially significant identities
(talking and writing as a magister in linguistics or a
market seller ) to enact specific identities and carry
out specific sorts of activities.
Social language
3.
Conversation is composed of a myriad of interactional events
talking plave among specific people and specific times and place.
Conversations are spoken metaphorically as if the various sides in
debates around issues such as abortion, smoking, gambling,
feminism, etc. you know what the sides are, how they are talked
about and what sorts of people tend to be on a specific sides.
You can even interpret things you hear and read or in terms of
which you can formulate your own talk and writing. Such public
debates, arguments, motifs, issues or themes are called
Conversations.
Conversation
4.
Refers to cases where one oral or written text directly
or indirectly quotes another text or alludes to
another text in yet more subtle ways. Conversations
(with capital C) are debates in society or within
specific social groups (over focused issues such as
smoking, abortion, or school reform) that large
number of people recognize, in terms of both what
¨sides¨ there are to take in such debates and what
sorts of people tend to be on each side.
Intertextuality
5. Discourses are ways with words, deeds and interaction, thoughts and
feelings, objects and tools, times and places, that allow us to enact and
recognize different socially situated identities.