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Speech Genres and Other Late Essays

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... The construct of dialogic teaching builds upon a long tradition of theoretical and empirical research on the role of talk in learning, teaching, and society. This body of research includes the works of philosophers (e.g., Bakhtin, 1986;Freire, 2000;Matusov, 2009;Wegerif, 2008), cognitive and cultural psychologists (e.g., Bruner, 1996;Vygotsky, 1978), linguists (e.g., (Barnes, 1976;Cazden, 2001;Wells, 1999) as well as many classroom researchers (Alexander, 2017;Boyd & Markarian, 2011;Edwards & Westgate, 1994;Lefstein & Snell, 2013;Mercer, 2019;Resnick et al., 2015). Due to the breadth of research on this topic, researchers and scholars have not reached a full consensus on its terminology and conceptualisation (Howe & Mercer, 2017). ...
... Given the large volume of research and diversity in theoretical traditions, Lefstein and Snell (2013) summarised six approaches to dialogue: 1) Dialogue as an interactional form that involves two or more interlocutors 2) Dialogue as an interplay of voices in contrast to a monologue (Bakhtin, 1986) 3) Dialogue as critique to ideas to move beyond false belief to obtain truth (Plato, 2014) 4) Dialogue as mediation for thinking (Vygotsky, 1978) 5) Dialogue as relationships of respect, concern, trust, and appreciation (Buber, 1937) 6) Dialogue as empowerment for social justice and equity (Freire, 1970) These approaches do not exclude one another. Viewing dialogue solely from one approach could result in a superficial way of teaching. ...
... In other words, engagement in dialogue is a way of being and relating to others, which aligns with Bakhtin and Buber's approach. In this view, talk is important not only because it is a vehicle for thinking and learning, but also because it fosters an orientation towards others (Bakhtin, 1986) -to respect, to listen, and to work with people who share different views (Wegerif, 2011). ...
Thesis
The role of talk in science education has long been established; an essential part of learning science is for students to engage in scientific discourse. Nonetheless, productive science discussion is still rare in the classroom. The rarity can be partly attributed to the complexity of dialogic science teaching: teachers have to respond to the dynamic flow of student talk in the moment, orchestrate different voices towards a collective understanding, support the emergence of new ideas, ensure disciplinary rigour of scientific practice, and attend to the complex social relationships in the class. The construct of contingent responsiveness (CR) describes teachers’ adaptive expertise in responding to student ideas in the moment to promote collective sense-making and classroom equity. This study used a design-based research method (DBR) to co-design a technology-enhanced professional development (PD) programme with teachers of students aged 5-12 years old in Pakistan, incorporating mixed-reality simulation technology (i.e. Mursion) over four iterations. The effectiveness of the PD programme in supporting CR was evident in the significant shift in teachers’ response patterns before and after the PD, shown by epistemic network analysis both visually and statistically. Furthermore, this study shed light on how to support teachers in developing CR using systematic conjecture mapping, tracing the path from design features to mediating processes, and then to the outcome. The conjecture map was refined over four iterations, which improved the design and learning theory over time. It was found that 1) adopting dialogic framings, 2) developing fluency with talk moves, 3) deploying flexible attention, 4) engaging in knowledge-based reasoning, and 5) experiencing metaphoric resonance could lead to CR. These processes were enabled by a combination of design features, i.e., mixed-reality simulations, talk moves, guided collaborative inquiry, case studies, and collective reflection. This study achieved the dual goals of DBR, producing usable knowledge in the form of an effective PD programme and building a preliminary learning theory of CR. Furthermore, unpacking the mechanisms of the PD allows the design to be adapted and tested in other educational and cultural contexts, thus enhancing its adaptability, sustainability, and potential for scalability.
... The analytical framework for this chapter is largely inspired by Blommaert's (2007) seminal article, in which he argues that discourse analysis gains from employing two sociolinguistic concepts: order of indexicality and polycentricity. Although Blommaert's main focus is on the study of sociolinguistic variation in late modern diasporic environments, I find his argument highly relevant to study the discourse of peer review, whichdespite being written in fairly standard English-is by its very nature highly dialogic (Bakhtin, 1981(Bakhtin, , 1986. The dialogism of peer reviewing brings together the voices of the author, the reviewer, the journal editor, as well as other members of a respective research community. ...
... Blommaert's notion of "polycentricity" underscores the communicative dimension of the "centre", in line with Bakhtin's (1986) concept of "superaddresee". According to Bakhtin (1986, p. 126), each utterance is shaped according to three variables: the object of discourse, the immediate addressee, and a "superaddressee", a metaphor used to describe complexes of norms, a larger social body of authority, such as individuals (e.g. ...
... Although the object of stance-taking (a journal manuscript submission or a specific aspect thereof ) remains the same in most instances found in my peer review data set, the reviewer roles change, shifting from an evaluator who issues an official recommendation to expert, advisor, peer, or (proof )reader. As the reviewer changes these hats, so does their audience: while the author of the journal submission remains, directly or indirectly, the main addressee of the reviewer's utterance, the audience may expand to include the journal editor(s), the journal readership, or the research community more broadly, which is the dimension in which the audience approximates what Bakhtin (1986) describes as "superaddressee" and also resonates with Bell's (1984) idea of the audience design and overhearer. The shifts between different roles and audiences are accompanied by different degrees of alignment or disalignment in the attitude towards, or the evaluation of, the stance object, i.e. the submitted manuscript. ...
Book
English for Research Publication Purposes; English as an academic language; gatekeeping in scholarly publication; editing and reviewing practices
... Kazak et al. (2015) argue that Vygotsky overlooked dialogic language processes between multiple voices offering different perspectives. Building on Bakhtin's (1986) idea that dialogue only occurs when answers raise new questions in exchanges, they argue dialogic relationships in language impacts conceptual development in mathematics. ...
... 3857) that contributes to student sharing and build understanding. Bakhtin (1986) suggests that dialogic relationships require two voices separated by a dialogical gap in perspectives. Switching perspectives to incorporate the voices of others closes the dialogic gap, increasing alignment of perspectives (Kazak et al., 2015). ...
... Studies showed that dialogical discourse effectively improved higher-order thinking skills (Alexander, 2008), fostered a sense of ownership and increased student participation (Mercer & Dawes, 2014). In contrast to multi-vocal dialogic discourse, the terms monologic or univocal discourse refer to one-way transmission of unchanging ideas, where a giver verbally transmits unchanging knowledge for receivers to interpret predetermined meanings (Bakhtin, 1986;O'Connor & Michaels, 2007;Walshaw & Anthony, 2008). Kazak et al. (2015) consider Vygotsky's language framework to be monological versus the dialogical framework of Bakhtin. ...
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Given the prevalence and academic impact of technology in mathematics education, increasing attention has been paid to the role of digital artifacts in promoting productive classroom discourse. This study investigates the association between the qualities of mathematics discussion and artifacts generated by individual teachers, individual students, and jointly by multiple students. We also examine the influence of pedagogical moves on artifact mediation and discourse. Drawing on video data from the mathematics classroom of five pre-service teachers, we found that discourse based upon student ideas occurred most frequently with reference to student-generated artifacts, and dialogic discourse occurred almost exclusively with reference to jointly constructed artifacts. With six episodes mediated by three types of artifacts, we provide descriptive empirical evidence to illustrate the complex interplay of artifact construction, student ownership, teacher pedagogical moves, and artifact mediation for mathematical discourse and meaning-making. We also provide an Artifact Mediated Discourse Matrix with examples as a framework for examining artifact-supported discourse in mathematics classrooms. We discuss implications related to teacher pedagogical moves, a classroom culture discourse, and the role of mediation embedded in the digital artifact.
... In order to address the objectives of the thesis a dialogical approach is employed. This approach is influenced by the writings of scholars associated with the so-called Bakhtin Circle (Brandist, 2002), first and foremost Mikhail Bakhtin (1981Bakhtin ( , 1984Bakhtin ( , 1986 and Valentin ...
... 15 Except in Article I, where the focus on analyzing social interaction is less present. According to Bakhtin (1981Bakhtin ( , 1984Bakhtin ( , 1986, when a person participates in a conversation it is not only the object of talk he or she responds to, but also the attitude and value of the other(s). ...
... This feature of meaningmaking has been called double dialogicality (Linell, 2009). The production of utterances in interactions is attuned to the speech genre (Bakhtin, 1986) where they are produced-___________________________________________________________________________ language-in-use is context-sensitive and is partly structured by the circumstances for meaning-making (Gillen, 2002). ...
... Bakhtin further developed Vygotsky's theory about the relationship between language and the development of understanding and meaning (Wertsch, 1991). Bakhtin (1986) claimed that an institution consists of its own social language, which includes culturally and institutionally conditioned values and ways to perceive the world. When entering a new institution, such as the lower secondary school, the participants therefore need to develop their own meaning and understanding of what applies in the new context. ...
... It can be concluded from the study that many parents experienced something new and unknown with lower secondary school, and it is evident that the students' transition was experienced as a significant change for the parents. By using sociocultural theory and the ideas of Bakhtin (1986), I argue that parents, in experiencing their child's transition into lower secondary school, are subjected to socially and culturally conditioned practices that are unfamiliar to them. This confirms that parents need preparation (Coffey, 2013;Jindal-Snape & Foggie, 2008), since they need to develop their own meaning and understanding of the new context (Bakhtin, 1986). ...
... By using sociocultural theory and the ideas of Bakhtin (1986), I argue that parents, in experiencing their child's transition into lower secondary school, are subjected to socially and culturally conditioned practices that are unfamiliar to them. This confirms that parents need preparation (Coffey, 2013;Jindal-Snape & Foggie, 2008), since they need to develop their own meaning and understanding of the new context (Bakhtin, 1986). According to Baeck (2007), Norwegian parents receive less knowledge about school at the lower secondary level, but the findings show that this does not apply during the initial period of the transition. ...
Chapter
Denne fjerde NAFOL-boken er nok et viktig bidrag til kunnskapsfeltet om og for lærerutdanningen. Som tidligere NAFOL-bøker inneholder den en samling av forskningsartikler om verdi og validitet i lærerutdanningsforskning som krysser nasjonale grenser, fagdisipliner og ikke minst utdanningsnivå, fra barnehage til videregående og forskeropplæringen. Med artikler fra England, Østerrike, Italia, Island og Norge gir boken et innblikk i dagens internasjonale lærerutdanningsforskning, særlig med tanke på at data er hentet inn fra Hviterussland og hele Europa. Også i denne boken har vi valgt å beholde originalspråket artiklene er skrevet på, og det er med glede vi ser at flere norske forskere melder seg inn i det internasjonale forskningsmiljøet ved å skrive på engelsk. Samtidig er det viktig å ivareta det norske språket i forskningsformidlingen, og denne boken søker etter å finne en balanse mellom internasjonal og nasjonal formidling. Det er et stort mangfold både i forskningstematikken og forskningsmetoder, noe som preger forskningsfeltet. NAFOL står sentralt i denne positive utviklingen med sine vel 200 tidligere og nåværende stipendiater. NAFOL-bøkene, og ikke minst denne boken, gir et godt bilde av dagens lærerutdanningsforskning. NAFOLs arbeid og bidrag til lærerutdanningsforskning er kjent langt utover Norge, og denne boken symboliserer den internasjonale dialogen om lærerutdanningsforskning som NAFOL aktivt deltar i. Boken er en unik kilde for forskere som ønsker å holde seg oppdatert om norsk og internasjonal lærerutdanningsforskning.
... Den teologiska meningsproduktio nen kan då sägas uppkomma i vad homiletikforskaren Marianne Gaarden benämner "ett tredje rum" (Gaarden, 2015, s. 22-23). 1 Detta tredje rum uppstår i mötet mellan predikantens och lyssnarnas olika erfarenheter och livssituationer och innebär en utmaning. Eftersom både att tala och att lyssna är handlingar krävs gemensamt del tagande från både predikant och församling (Bakhtin, 1986;Ringgaard Lorensen, 2014, s. 27-39). ...
... Den förståelse av lyssnande som dialogiskt som vi använder oss av är baserad på den ryske filosofen och litteraturteoretikern Michail M. Bachtin 1 (se t.ex . Bakhtin 1984;1986). Det innebär att vi förstår dialog som en aktivitet med två aktörer, den som talar och den som lyssnar. ...
Article
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Som forskare i skärningspunkten mellan teologi och barndomsstudier delar vi upplevelsen av att när vi presenterar vår forskning i olika sammanhang mötas av vad vi tolkar som en okritisk teologisk barnsyn, som inte tar hänsyn till enskilda barns erfarenheter. I den här artikeln undersöker vi hur teologi och teologiska praktiker utmanas av att lyssna till barn som själva deltar i dessa praktiker. Vi använder oss av tidigare analyserat material från våra respektive doktorsavhandlingar (Rubenson, 2021 och Rystad, 2021). Barnen som deltar i studierna är mellan sju och tretton år och intervjuade i samband med gudstjänstfirande i Den norske kirke och Svenska kyrkan. Artikeln visar hur lyssnande som en teologisk praktik i mötet mellan barn och vuxna kan bidra till att synliggöra barns partikulära och situerade erfarenheter och därmed utmana förgivettagna sanningar.
... Det dominerende kunnskapssynet er individorientert (Bjerkholt, 2017), og kritiseres for å framstille laering som et individuelt fenomen (Skagen, 2021). Et dialogisk kunnskapssyn (Worum, 2014), som vi relaterer oss til, er mer opptatt av samhandling i sosiale kontekster enn laering som psykologiske prosesser og kan forstås i lys av Bakhtin (2010). Det er likevel ikke støtte hos Bakhtin for at et gruppeformat alltid gir det beste laeringsforløpet (Skagen, 2021). ...
... Den enkelte konteksten utvikler relativt stabile typer ytringer og beskrives som talesjangere (Bakhtin, 2005). Talesjangrene finnes både i muntlige og skriftlige former, og alt fra hverdagsdialoger til standardiserte dokumenter og vitenskapelige arbeider regnes som talesjangre (Bakhtin, 2010). Enhver utdanning, som eksempelvis veilederutdanningen, kan derfor beskrives som en talesjanger. ...
Article
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Formålet med artikkelen er å få innsikt i forhold som har betydning for studentenes læringsprosesser når veilederutdanningen er designet som omvendt undervisning. Forskning på omvendt undervisning i veilederutdanning for lærere i barnehage og skole er viet lite oppmerksomhet. Denne studien har en kvalitativ tilnærming og undersøker følgende: Hvordan fremme gode læringsprosesser når omvendt undervisning anvendes som arbeidsform i veilederutdanningen? Datamaterialet består av studentevalueringer fra 138 studenter fra fire kull. Det er valgt en tematisk analyse. Det teoretiske rammeverket bygger på Bakhtins begreper talesjanger og flerstemmighet samt et intersubjektivt kunnskapssyn. Særlig betydningsfullt for læringsprosessene er tydelig og tidlig informasjon, sammenhenger mellom utdanningens ulike deler, samhandling og meningsbryting gjennom konkret lærerstøtte og tilrettelagte arbeidsformer utover det tradisjonelle. Fleksibilitet kan være både læringsfremmende og hemmende. Studien synliggjør viktige aspekt ved læringsprosessene når omvendt undervisning anvendes i veilederutdanningene og kan bidra til økt forståelse for bruk av omvendt undervisning i høyere utdanning.
... Studien utgår från att meningsskapande i mötet med skönlitterära texter är präglat av dialogicitet, samt att detta möte är inbäddat i ett historiskt, kulturellt och socialt sammanhang (Bakhtin, 1981(Bakhtin, , 1986. Enligt Bakhtin är språk både bakåt-och framåtblickande, eftersom alla yttranden länkas samman både med det som sagts tidigare och det som kommer att sägas i framtiden. ...
... Under den första terminen använder eleverna källtexten som en mall och närmast kopierar handlingen när de intar en författarroll, men med utbyte av karaktärer, föremål och miljö (jfr Cairney, 1992;Pantaleo, 2009;Short, 1992). Denna slags imitation kan ses som tecken på att källtexterna till en början uppfattas som auktoritativa yttranden av eleverna (se Bakhtin, 1986). Resultaten tyder på att källtexterna ger ett kontextuellt stöd i skrivandet, men samtidigt blir även skrivandet ett sätt att bearbeta den lästa texten (jfr Walldén, 2021), och bidrar till möjligheter för omtolkning. ...
Article
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This study describes a design-based instructional inquiry into the effects of primary pupils’ adoption of the role of author on their interpretations of fictional texts. It is based on the view that meaning making is essentially dialogic, embedded in specific cultural and social contexts. Therefore, informing our analyses of transcribed interactions between a mother tongue instructor and her pupils, and of the pupils’ authored texts, is the notion that texts carry resonances of other culturally-patterned texts, and that pupils can productively draw on these resonances in developing their ideas. The results support this view: Pupils ‘relocated’ their interpretations from the surface-level of texts to what is ‘hidden’ inside, and from assumptions grounded in lived experiences towards interpretations that aligned with the discourse of the instructional intervention. In addition, the pupils’ interpretations became more polyphonic, providing a context for, and thereby nurturing, their own voices. The results indicate that this type of intervention can help pupils enter an interpretive community in which their reading development is embedded.
... 419) can be viewed as a form of recognition of the materials' ability to self-orchestrate. Bakhtin (1979Bakhtin ( /1986 even writes that he can "hear voices in everything and dialogic relations among them" (p. 169, our emphasis). ...
... 419) can be viewed as a form of recognition of the materials' ability to self-orchestrate. Bakhtin (1979Bakhtin ( /1986 even writes that he can "hear voices in everything and dialogic relations among them" (p. 169, our emphasis). ...
Article
While artists often present their works as communicating to and through them, this idea has rarely been taken seriously, nor empirically studied from a communicational perspective. Building upon the pragmatist tradition, we show how this particular form of communication takes place. Using Peirce’s concept of abduction, we argue that a creative process essentially happens when a resonance between two materials leads to the unification of these materials into a new whole. Drawing upon a case study, we show how we can retrace such resonances by paying close attention to the interactions between participants collectively involved in a creative project. This paper makes an important contribution to communication studies by revealing the communicational mechanism of our creative impulsions. It also opens new avenues for the study of artistic endeavors as well as other creative activities such as science, politics, or design.
... In the scope of the Project, language is conceived as a social and dialogical practice (Bakhtin, 1986), and therefore, dialogue and discourse are keywords to the discussion. Drawing from Bakhtinian readings, Azzari et al (2021, p. 290), affirm that "a word (in an expanded sense, which encompasses any form of representation and/or semiosis, and not just the verbal) is a territory marked by conflict, multiple voices, and diversities". ...
... Hence, as linguistic resources unquestionably are available for learners in particular contexts, they are not just pieces of 'language' but indexical, in the sense that they communicate particular styles, registers, genres, varieties, languages and so on -and particular ideologies present in the societal heteroglossia (Voloshinov, 1973;Bakhtin, 1986). As Hymes (1972) suggested, human agents aim at saying something that is appropriate rather than something that is grammatically correct 2 . ...
Chapter
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This chapter outlines the socio-material framing of the book that it opens. We situate this volume materially not only in the discipline of applied linguistics and language education, but also in the long tradition of applied language studies at the University of Jyväskylä in Finland and the community there. In doing so, the book builds on the authors’ roots in social constructionist thought and explicates why an orientation towards new materialism may be useful for a consideration of equity issues in language education. Socio-materialism fosters a critical, transformative perspective and encourages an ontological ethical grounding of research, thus providing a starting point for research that implicates (but yet decenters) the role of the researchers. Having conducted the work presented in this book in a community of applied linguists has also made us aware of the material role of the community and its scholars in the process; not just as a vessel of knowledge, but as a part of an assemblage.
... Hence, as linguistic resources unquestionably are available for learners in particular contexts, they are not just pieces of 'language' but indexical, in the sense that they communicate particular styles, registers, genres, varieties, languages and so on -and particular ideologies present in the societal heteroglossia (Voloshinov, 1973;Bakhtin, 1986). As Hymes (1972) suggested, human agents aim at saying something that is appropriate rather than something that is grammatically correct 2 . ...
Chapter
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In this chapter, we analyze English tests that are part of two computerised assessment systems, the Finnish Matriculation Examination and the Danish National Tests. Language assessment is a fruitful field to explore from the perspective of materiality, to better understand what materialities exist in modern language tests and how students interact with such systems. Within the assessment and test-taking space, material objects exist that are imbued with political values and force test-takers to perform in specific ways. We explore what new materialism has to offer for interpreting current trends in language assessment and to what extent these perspectives allow for new insights to emerge. We describe the changes in language assessment concerning material developments and focus on the aspects of computerization that pertain to formal tests and examinations. Computerization has increased human-computer interaction during the assessment process, as well as automated analysis and scoring of test-takers’ responses. This implies that the computerized system assumes some degree of agency.
... Hence, as linguistic resources unquestionably are available for learners in particular contexts, they are not just pieces of 'language' but indexical, in the sense that they communicate particular styles, registers, genres, varieties, languages and so on -and particular ideologies present in the societal heteroglossia (Voloshinov, 1973;Bakhtin, 1986). As Hymes (1972) suggested, human agents aim at saying something that is appropriate rather than something that is grammatically correct 2 . ...
Chapter
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This chapter explores parental choice of language programs from a socio-material standpoint. It uses a DeleuzoGuattarian framework of smooth and striated spaces to understand how parents in Mozambique and Finland position themselves when making choices concerning their children’s language education. We analyzed interviews from Finland and focus groups and policy documents from Mozambique to understand the materialities and social discourses that constitute parental choice. We found that in Finland, materiality as a physical space (e.g., school location) factored into caregivers’ decision making when selecting schools for their children. In Mozambique, in turn, materiality as socioeconomic stability or advancement was a recurring theme. In the Mozambican context income and educational outcome (associated with Portuguese) were important factors for school/language choice, whereas in Finland social distinction was key. Based on our analysis, we draw conclusions about the nature of choice, arguing that a socio-material approach and the concept of assemblage are well-suited to understand the complexity of it.
... Hence, as linguistic resources unquestionably are available for learners in particular contexts, they are not just pieces of 'language' but indexical, in the sense that they communicate particular styles, registers, genres, varieties, languages and so on -and particular ideologies present in the societal heteroglossia (Voloshinov, 1973;Bakhtin, 1986). As Hymes (1972) suggested, human agents aim at saying something that is appropriate rather than something that is grammatically correct 2 . ...
Chapter
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In this chapter, our context is a co-located Swedish and Finnish medium high school campus. From a posthumanist viewpoint, we study the roles and functions of language(s) in the semiotic assemblages of learning environments and ask how language(s) feature as an integral and material part of the change in the spatial repertoire of learning environments. We investigate how the principle of separation of schools by medium of instruction, typical for Finnish education, becomes undermined through a new multilingual soundscape in the co-located schools, where the school community hears and uses many languages every day. In doing this, the co-located schools not only challenge Finnish language ideologies and practices, but may also promote language learning in a more effective manner than structured, curriculum based ‘planned’ forms of multilingual education. In the long run, the placing of Finnish and Swedish language schools in one location has led to teachers’ recognition of the new assemblage as a resource for pedagogical change.
... Hence, as linguistic resources unquestionably are available for learners in particular contexts, they are not just pieces of 'language' but indexical, in the sense that they communicate particular styles, registers, genres, varieties, languages and so on -and particular ideologies present in the societal heteroglossia (Voloshinov, 1973;Bakhtin, 1986). As Hymes (1972) suggested, human agents aim at saying something that is appropriate rather than something that is grammatically correct 2 . ...
Chapter
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This chapter explores how the entangled relationship between the material and social in teachers’ perceptions of change can be empirically investigated. More specifically, the chapter adopts a DeleuzoGuattarian rhizoanalytic assemblage approach and the notion of becoming to capture the dynamic and fluid nature of social and material affects. The study re-analyses three teacher interviews from data sets originally collected for different research purposes but with the theme of change relevant in each interview. The findings show that rhizomatic analysis and approaching interviews as assemblages can yield important insights about material realities. For example, they indicate how teachers’ ways of becoming depend on complex and unpredictable intra-actions of social and material reality and how different aspects of materiality may constrain or come into conflict with each other and have agency. The chapter concludes by discussing the methodological implications of the essentially non-hierarchical rhizoanalytic approach.
... Hence, as linguistic resources unquestionably are available for learners in particular contexts, they are not just pieces of 'language' but indexical, in the sense that they communicate particular styles, registers, genres, varieties, languages and so on -and particular ideologies present in the societal heteroglossia (Voloshinov, 1973;Bakhtin, 1986). As Hymes (1972) suggested, human agents aim at saying something that is appropriate rather than something that is grammatically correct 2 . ...
Chapter
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The chapter is a theoretical discussion of the concept of personal repertoire and its application in the context of applied linguistics, particularly in the study of language learning and development. It questions conceptualisations that understand language learning as acquisition of abstract, decontextual and disembodied language knowledge and argues that learners’ know-how is not based on any kind of ‘mental grammar’, but on a personal repertoire of different multimodal semiotic resources. Bringing together ‘old’ and ‘new’ arguments for materialism, personal repertoires are examined focussing on how embodied agentive activity is intertwined with the socially structured environments and their specific material features, tools and artefacts. The repertoire, or the know-how that emerges, is not, strictly speaking, ‘language’, but rather, a meshwork of ‘skilled linguistic action’ in the analysis of which embodiment and materiality are highly significant considerations. The viewpoint transcends the alleged gap between social and cognitive orientations of language learning research and discusses learning and use of language from an ecological point of view as ‘languaging’.
... Hence, as linguistic resources unquestionably are available for learners in particular contexts, they are not just pieces of 'language' but indexical, in the sense that they communicate particular styles, registers, genres, varieties, languages and so on -and particular ideologies present in the societal heteroglossia (Voloshinov, 1973;Bakhtin, 1986). As Hymes (1972) suggested, human agents aim at saying something that is appropriate rather than something that is grammatically correct 2 . ...
Chapter
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Towards the end of the editing process, we started to see the book as something more than a collection of chapters around a theme: as an assemblage, which included, of course, the community of authors. When we put out the first call for contributions in May 2018, most authors volunteered a contribution rather quickly, others joined a bit later, and some dropped out for different reasons, underlining the dynamic nature of our assemblage. In pre-pandemic times, we met on and off campus, introduced some of our ideas at conferences, and had a workshop day to brainstorm, plan chapters, and reflect on the process and the purpose of the book. We were connected by common meals, jokes, writing, thinking, and by annoying and challenging each other as colleagues and collaborators. Sometimes, we managed to give space to the other lives we lead: our families, homes, and hobbies. We are thankful that these were invited into our work and being-together. This chapter provides a concluding diffraction, not only as a metaphor of a prism that collects and reconfigures our varied ideas, but as a socio-material view into the book process itself.
... Hence, as linguistic resources unquestionably are available for learners in particular contexts, they are not just pieces of 'language' but indexical, in the sense that they communicate particular styles, registers, genres, varieties, languages and so on -and particular ideologies present in the societal heteroglossia (Voloshinov, 1973;Bakhtin, 1986). As Hymes (1972) suggested, human agents aim at saying something that is appropriate rather than something that is grammatically correct 2 . ...
Chapter
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In this chapter we examine a foreign language learning environment in a community-engaged setting in a Canadian city through a new materialist lens. As part of a service-learning project, Canadian students of Finnish language and culture visit a Finnish language seniors’ centre regularly to participate in different activities and spend time with the Finnish-speaking seniors. We examine the assemblage of the participants (seniors and students) and one artefact, a map, and offer a close analysis of the intra-action that takes place during one visit at the centre. In our analysis, our service-learning collaboration does not merely give a voice and agency to seniors. Rather, the seniors actively take the opportunity to voice their knowledge, and doing that, give a voice to an old Finnish school map, which retells stories of the seniors’ past in intra-action. Meanwhile the students also gain new knowledge.
... Hence, as linguistic resources unquestionably are available for learners in particular contexts, they are not just pieces of 'language' but indexical, in the sense that they communicate particular styles, registers, genres, varieties, languages and so on -and particular ideologies present in the societal heteroglossia (Voloshinov, 1973;Bakhtin, 1986). As Hymes (1972) suggested, human agents aim at saying something that is appropriate rather than something that is grammatically correct 2 . ...
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Book cover Book cover New Materialist Explorations into Language Education pp 21–38Cite as Telepresent Agency: Remote Participation in Hybrid Language Classrooms via a Telepresence Robot Download book PDF Download book EPUB Telepresent Agency: Remote Participation in Hybrid Language Classrooms via a Telepresence Robot Teppo Jakonen & Heidi Jauni Chapter Open Access First Online: 11 October 2022 Abstract Videoconferencing technologies have become increasingly common in different sectors of life as a means to enable real-time interaction between people who are located in different places. In this chapter, we explore interactional data from synchronous hybrid university-level foreign language classrooms in which one student participates via a telepresence robot, a remote-controlled videoconferencing tool. In contrast to many other forms of video-mediated interaction, the user of a telepresence robot can move the robot and thereby (re-)orient to the space, the other participants and material objects that might be outside his immediate video screen. We employ an ethnomethodological and conversation analytic (EMCA) perspective to explore Barad’s (Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press: 2007) notion of agency as a distributed phenomenon that emerges from assemblages of humans and materials. We demonstrate the complex nature of telepresent agency by investigating where agential cuts lie in three short episodes that involve mediated perception, touch and movement. Based on the analyses, we discuss how the telepresence technology configures learning environments by making new kinds of competences and forms of adaptation relevant for teachers and students.
... Dialogism is considered to have relation to communicative constructivism. According to Bakhtin (1986) an utterance is a point of view that cannot stand in isolation or comes out of nothing, but utterances are related to each other as a net. Each utterance is a response to a previous one and leading to another utterance that results into a chain of speech communication between a speaker and a listener. ...
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Given the importance of writing for scholarly publication in English, it is vital to examine the challenges researchers face in writing research articles and the strategies adopted in overcoming those difficulties in the Algerian context. Therefore, the present exploratory study aim is to investigate the rhetorical difficulties sciences’ teachers at the University of Sétif 1encounter in writing for publication and the strategies they apply to survive in the academic community and write their research articles. A mixed method approach frames the study methodologically: a questionnaire is designed for 20 teachers from the departments of Biology, Earth Sciences, and Agricultural sciences selected using convenience sampling technique. An interview is conducted with six teachers from the three departments, and document analysis is applied to 15 research articles in their first and final versions and 29 reviewers’ reports from ten different journals. The findings indicate that sciences teachers are moderately aware of the conventional structure of research articles. Nevertheless, they have problems in rhetorically structuring their different sections. Argumentative obligatory moves are absent in the methodology and discussion sections. To overcome their problems in writing research, sciences teachers at the University of Sétif seek assistance from the members of their discourse community, model published texts, or write in their instructional language to be translated to English. The thesis has important implications for policy makers, Academic institutions, and course designers in higher education.
... Narratives are personal and cultural and include broader reflections of the phenomenon in society or, for example, in a certain social context (Caine, Estefan, and Clandinin 2013;Spector-Mersel 2010). They are also multi-voiced, meaning one's narrative includes their experience and voice, while, at the same time, including those of others from reference groups, institutions, communities, and culture (Bakhtin 1986;Hermans 2001). Narratives are not facts or the straight experiences of narrators, but in narrative processes, people work with their experiences and thoughts about the phenomena (Bruner 1986). ...
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Children with intellectual disability and autism often receive support which is organised with interprofessional collaboration in early childhood education and care (ECEC). In Finland, a new ECEC curriculum was launched in 2022. The core curriculum and renewed legislation on ECEC emphasise collaboration between professionals and parents. In this study, we examined approaches and practices regarding collaboration and support in the context of Finnish ECEC. The data were collected from ECEC professionals (N = 104) using the method of empathy-based stories (MEBS). The MEBS used frame stories through which professionals responded to a variety of descriptions about a child’s situation, whether positive or negative. The analysis resulted in four narratives, which were about: 1) a culture of self-survival and individual responsibility, 2) interprofessional collaboration as a core method 3) one’s own and the team’s competence supporting the child, and 4) pedagogical practices in constructing inclusion. Findings suggest that, teamwork and interprofessional collaboration should be enhanced in pre- and in-service training and practices in ECEC.
... Hence, as linguistic resources unquestionably are available for learners in particular contexts, they are not just pieces of 'language' but indexical, in the sense that they communicate particular styles, registers, genres, varieties, languages and so on -and particular ideologies present in the societal heteroglossia (Voloshinov, 1973;Bakhtin, 1986). As Hymes (1972) suggested, human agents aim at saying something that is appropriate rather than something that is grammatically correct 2 . ...
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In this chapter, we analyse the features of textbooks that enable and facilitate their role as material agents in the classroom. Rather than analyse the ways textbooks are used in interaction with humans, we analyse the elements in the textbook itself that facilitate intra-action and the ensuing material agency. Based on a discursive analysis of self-assessment in one textbook and discussing that construct against the Finnish national core curriculum and previous research, we present an ‘ideal imaginary’ of classroom activities as construed in the textbook. This helps us understand the textbooks in their pedagogical ergonomics; i.e. as socio-material in the classroom. We conclude by discussing the ideological nature of the textbooks not only as describing, but materially constructing a learner agency that understands learning both as constructivist and behaviourist. This merging of pedagogic ideals promotes a particular kind of disciplined behaviour to the extent that learner behaviour and learning are inseparably intertwined.
... Hence, Swales (1990) as well as Bakhtin (2004Bakhtin ( , 2010Bakhtin ( , and 2011) are among the researchers who played crucial roles in developing the field of genre analysis which was discussed in previous section. ...
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This study was an attempt to determine whether a genre-based instruction improve the reading comprehension of Iranian EFL learners as well as their writing proficiency. Furthermore, this study tried to determine whether there is differences between the extent the two literacy skills are improved. To this end, 60 homogenous Iranian BA learners studying English at Islamic Azad University, Bandar Abbas Branch were selected as the participants of the study using a version 2015 of TOEFL test as the proficiency test. The selected participants were 30 females and 30 males who were randomly divided into four groups (two experimental groups and two control groups). Nevertheless, the experimental group one and control group one took a reading-comprehension pretest followed by sixteen hours instruction—the experimental group using a genre-based pedagogy and the control group through the traditional methodology conventional in teaching reading comprehension. The experimental group two and control group two took a writing pretest followed by sixteen hours instruction—the experimental group using a genre-based pedagogy and the control group through the traditional methodology conventional in teaching writing. The four groups took the same test they had taken as the pre-test; albeit this time as the posttest. In analyzing the data, the researcher utilized one-way ANOVA to compare the four groups as well as t�test for comparing the two groups. The results of the study showed that there is statistically significant difference between the reading comprehension of the participants who go under a genre-based instruction and who don’t. It was also shown that there is statistically significant difference between the writing ability of the participants who go under a genre-based instruction and who don’t. The study didn’t find any significant role for gender. The results of the study also showed statistically significant differences among the four groups in terms of type, group and interaction of type and group. Furthermore, in a further step, the performances of the two experimental groups were compared using t-test statistic in terms of pre-test and post-test which resulted into statistically significant differences. Key Words: genre analysis, reading comprehension, writing skill, ANOVA, t-tes
... Such systems, Morin argues, are characterized by multiple logics that are at once complementary and antagonistic with respect to one another. The terms 'dialogic' or 'dialogism' are often associated with the work of Bakhtin (1981Bakhtin ( , 1986 and his description of the dynamic, interactive, and essentially polyphonic relationship between authors, characters, and texts. Problematizing understandings of language use as unified ('monoglotic'), Bakhtin emphasized the open-ended and diverse ('heteroglot') nature of utterances and their meaning (see also Holquist, 2002). ...
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How does the pursuit of transparency and insight tend to produce secrecy and vice versa? In popular and political discourse, secrecy and transparency are usually depicted as mutually exclusive practices. At the same time, we know from extant research that the two are closely related, that they each have performative effects, and tend to encroach on each other. The inseparability and performative dynamics between the two, however, remains to be unfolded. This critical essay revisits the secrecy-transparency relationship through the lens of Edgar Morin’s dialogical principle. From this perspective, we argue that secrecy-transparency dialogics perform as a complex whole, involving both complementary and antagonistic forces. As an illustration of dialogic performativity, we draw on the phenomenon and practice of ‘open meetings’ in public sector organizations. Specifically, we argue that the ambiguous fascination with knowing and not knowing create conditions for simulated insight and self-imposed conformity in ways that recalibrate the relationship between transparency and secrecy. On this background, we call for renewed critical and reflexive engagement with the transparency ideal and its presumed antipode, secrecy.
... Käsitteiden hankittu empiiris-dialoginen merkityssisältö paljastuu vasta konkreettisessa toiminnassa ja puheessa. Bahtin (1987) nimittää jälkimmäistä merkityksen tasoa ääneksi ja tarkoittaa sillä niitä erilaisia henkilökohtaisia kokemuksia, tuntemuksia ja mieltymyksiä, joita käsite yksilössä dialogin tuloksena synnyttää. Näin psyykkisetkin prosessit ovat sidoksissa toimintaympäristöön, kun samakin puhuja saattaa omaksua yhden keskustelun aikana useita identiteettejä eli moniäänisyyttä. ...
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Artikkelissa dialogioppimista on tulkittu hoitotyön oppimisen ja opettamisen erilaisissa käytänteissä. Käsitys dialogista perustuu Bahtinin puheen teoriaan, jossa näkökulmien vastakkaisuutta pidetään dialogin syntymisen ehtona. Käsitys oppimisesta perustuu kontekstuaaliseen näkemykseen, jossa oppimisen kohteeksi rajataan arkitodellisuus ja sieltä nousevat ongelmat. Koska arjen ristiriitaiset käytänteet kiinnittyvät erilaisiin ajattelu- ja toimintamalleihin, puheesta on etsitty historiallisia ääniä, vakiintuneiksi muodostuneita hoitamisen ja oppimisen muotoja. Tarkoituksena on ollut selvittää, millaisten dialogien avulla näistä erilaisista äänistä rakennetaan jaettua ja yksilöllistä tietämystä. Analyysimenetelmän avulla löytyi kaksi dialogioppimisen tapaa: kriittinen ja reflektiivinen dialogi. Näistä kehittyneemmässä, kriittisessä dialogissa vastakkaisia näkökulmia ei pyritty sulauttamaan toisiinsa, vaan käytettiin hyväksi ongelman monitasoiseen tarkastelemiseen. Reflektiivisen dialogin avulla jaettua tietämystä pyrittiin sitä vastoin tuottamaan yhdistämällä ryhmän jäsenten erilaisia näkökulmia toisiinsa.
... A multidimensional approach of CDA suggests that apparently innocent and neutral intertextual references such as; historical references and quotations contain much more implied ideological dynamism than directly suggested explicit discourses. Notion of intertextuality refers back to Bakhtin (Bakhtin 1981(Bakhtin , 1986. In his works he has stressed upon the 'dialogic' qualities of texts. ...
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The concept of ‘Orientalism’ as suggested by Said (1978) is not only the stereotyped representation of east but it has deeper significance and approach. By the stereotyping of east the west has always maintained its position at the center of binarism. This idea may be of self-conceit or an urge to develop the third world countries (east), the question of ‘Orientalism’ is persistent throughout the sagas of history. Present study is an endeavor to analyze Orientalism by Said (1978) along with Techno-orientalism by Morley and Robins (1995) in order to understand the contemporary concept of orientalist regarding the exotic east. For in the current scenario east is no longer underdeveloped or primitive still it is ‘the exotic east’ with all its possessions and gluts to be explored by west. Applied method for analysis is Critical Discourse Analysis from which intertextuality by Fairclough (1992) is chosen as a tool of analysis. Findings of research asserts that although west has changed its attitude towards east still there are glaring evidences that Orientalism is prevalent with some varying degrees. Techno-orientalism is one of these new forms of Orientalism that depicts a new kind of orient/occident binarism.
... Termen intersubjektivitet används på något olika sätt av olika teoretiker, men många gånger syftar det på samförstånd och ömsesidig förståelse. Termen alteritet (som kommer från Bakhtin, 1986) användas då ofta för motsatsen: det som är främmande, missförstånd, olikheter i perspektiv och åsikter osv. En central tanke i det dialogiska perspektivet är som tidigare på pekat att dialogen drivs framåt, inte bara av samförståndet, utan i mångt och mycket också av alteritet eftersom det skapar dynamik i dialogen. ...
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I många samhälleliga sammanhang återkommer en uppmaning att lyssna på barn, inte sällan med hänvisning till FN:s barnkonvention och kanske särskilt artikel 12 om rätten att bli hörd. Men vad innebär det att lyssna på barn? Mängder av böcker om lyssnande till barn som riktar sig till yrkespraktiker och andra som möter barn i sitt vardagsliv publiceras kontinuerligt. Vi saknar emellertid en kritisk diskussion som sätter frågor om lyssnande, lyssnande på barn och det goda lyssnandet i en större teoretisk kontext. Mot den bakgrunden har föreliggande artikel tillkommit. Lyssnandets problematik diskuteras här primärt i relation till monologiska och dialogiska perspektiv på kommunikation samt i relation till olika synsätt på barn (barnsyn) som lika eller olika vuxna. Avslutningsvis pekar vi på etiska implikationer som följer i kölvattnet av olika teoretiska perspektiv på lyssnande och lyssnande på barn.
... The use of the superlative ("the most aggressive" T8) evokes a feeling of an ultimate confrontation. As Bakhtin (1986) explains, "an utterance is never just a reflection or an expression of something already existing outside of it that is given and final" (pp. 119-120) and linguistic meanings "serve only as initial terms for description" (p. ...
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Employing the tools of discourse analysis, this paper seeks to investigate the framing strategies mobilized by Justin Trudeau and Donald Trump in their speeches delivered in response to the announcement of the global pandemic of COVID-19 on March 11, 2020. The author contrasts the frames of war and the frames of rational positivistic reaction to the challenge, exploring lexical choices, topoi, and larger discursive structures such as myths and ideologies to restore the storylines underpinning both texts. The analysis reveals the deeply instilled divergence of the vision of a nation, history, and the role of public institutions in both speeches.
... Chronotopes (Bakhtin, 1986) refer to how interlocutors' actions and communication create axioms and the sense of temporal contiguity in social dimensions. Online, space-time perception is modified by the immediacy of communication and by facilitated ubiquity (being present everywhere at the same time). ...
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This paper analyses meaning-making processes in a blended setting—face-to-face interaction and web forum—purposely created for collaborative learning activity. The analysis focuses on one pair out of 14 dyads. The dyad comprises two female students aged 17 and 18 who attended a Brazilian third-year state secondary school. We envisioned intertextuality in a seamless thematic flux using a single theme—about everyday problems in the culture—by two different problem-solving tasks. Task#1 required discussing two polemic reports published in an online newspaper: one in favour of using digital technologies in class, the other against it. Task#2 involved perspective-taking, where students should imagine the school in 20 years. Afterwards, the pair participated in an episodic interview focusing on their participation in both tasks. The interactions were video recorded. To map the meaning-making processes, we applied the dialogic thematic analysis looking for centripetal and centrifugal forces. A semantic map was drawn and discussed. Altogether, the paired and grouped collaborative activities in blended learning promoted authorial production. Our dyad achieved reflective meta-analysis when they compared their viewpoints with the perspective of their colleagues by using justifications and explanations grounded in their production, generating reflexivity and agency in dialogue.
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Human conversation is an extremely intricate social ritual that involves the strategic utilization of signs and sign systems that will ultimately determine how it will unfold successfully or not. When two people speak the same language and belong to the same culture they automatically can plug into the same semiotic codes (language, facial expression, relevant cultural allusions, etc.) that ensure the flow of meaning exchanges, thus determining the outcome of the conversation. What happens when the interlocutors speak different languages and belong to different cultures, yet engage in conversation through a common language, which may or may not be spoken by either one of them as a native language? In such situations the codes that regular conversations may trigger meaning anomalies that lead to unanticipated reactions or misunderstandings. This chapter looks at the problem of intercultural communication from the perspective of semiotic method, focusing on the semiotic codes (verbal and nonverbal) involved in any interaction.
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Tendo como objeto empírico as relações dialógicas inerentes ao processo de implementação de projetos urbanos em fase inicial, o presente artigo tem por objetivo defender a índole dialógica da paisagem; defender que essa categoria geográfica é ontologicamente dialógica. Defendemos que uma abordagem dialógica da paisagem nos permitirá refletir, por exemplo, sobre a relação paisagem-poder extrapolando a dicotomia, que tem tomado esse debate, entre paisagem hegemônica e contra-hegemônica. Permitirá, num mesmo movimento, extrapolar o fetichismo da rebeldia que tem tomado os debates que revelam a mobilização de elementos da paisagem como forma de contestação e canal para reivindicações públicas frente a projetos urbanos em fase inicial; extrapolar a relação entre resistência e paisagem em direção ao entendimento de uma índole responsiva e, logo, dialógica da paisagem.
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The work of internationally renowned playwright Lola Arias explores the limits of historical representation working on the idea of “remaking” troubled pasts with the participation of their real protagonists. In her film Theatre of War former soldiers from Argentina and UK who participated in the Falkland-Malvinas war (1982) represent their past experience in the war and interpret their own roles in that violent conflict through a fascinating and intriguing dialogical experience. In line with the latest studies on historical culture, conflict‚ and history education, this chapter will analyse the potential of this cultural production in promoting multiperspectivity, historical dialogue and social understanding through its key aspects: (a) Substantive contestation of official narratives about historical events, usually nationalist and/or imperialist, by contrasting them with historically silenced voices; (b) a fundamentally dialogical approach to these new narratives, that provides a space for empathy which does not simplify existing conflicts; and (c) the mediation of a wide variety of historical resources that reinforce the denaturalization of historical accounts, making possible a horizon of new critical elaborations on the past.KeywordsDocumentary theatreHistorical dialogueMultiperspectivity
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This paper explores the Taiwanese same-sex marriage debates from a particular analytical perspective: (1) how the identity as a mother is employed as stancetaking moves in both the supporting and opposing discourses, and (2) how stances are taken through intertextual links among the same-sex marriage-related discourses and the larger discourses concerning motherhood. It examines the online posts of two mother bloggers, focusing on how evaluative stances and parodic frames are achieved and how intertextual links help both bloggers to align or misalign themselves with particular value positions. The analysis reveals how the mother identity, traditionally situated in the private sphere, can be mobilized to advance arguments in political debates. It also exemplifies the ideological contestation about motherhood and family in Taiwan, where traditional Chinese cultural ideologies and Western influences co-exist.
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The paper reports on a thirty-hour teaching module of English at the University of Udine in the second year of the degree course in Lingue e Letterature Straniere. The main goal was to raise the students' awareness of how discourse and pragmatics provide tools useful to the discovery in an argumentative press article of the writer's strategies to persuade the addressee and the role of the addressee in shaping language and content choices. The paper illustrates the methodology that was followed. It is divided into two sections. The first one contains a presentation of academic research related to the main themes covered in the course, from the layout of argumentation (Toulmin 2003, p. 87) to the arguer's "strategic maneuvering" (van Eemeren 2010, p. 41) to persuade the "audience" (Perelman, Olbrechts-Tyteca 1969, pp. 5-8, 19). The second section describes the syllabus of the module to facilitate the comprehension of concepts from discourse and pragmatics. An overview of five workshops from the ten that characterized the module is included. A synthesis of a mini-lecture, aimed at connecting the students' analysis of the articles to the academic research, concludes the presentation of each workshop.
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Вступ. Серед способів відтворення дубових лісів (природного, штучного або комбінованого) в умовах Лівобережного Лісостепу продовжує переважати штучний (створення лісових культур) 7, 11, 12. Успішність лісовідновлення багато в чому залежить від виду та якості садивного матеріалу. Останніми роками триває тенденція до збільшення обсягів вирощування садивного матеріалу із закритою кореневою системою (ЗКС), зокрема й дуба звичайного (Quercus robur L.) 3, 8, 9, який в умовах Лівобережного Лісостепу, зокрема і ДП «Харківська ЛНДС», є найпоширенішою головною лісотвірною породою 1,6, 13, 14. Насадження за його участі ростуть на площі 284 тис. га (46 % від загальної площі лісів) 10, 12–14. Щорічні обсяги лісовідновлення дубових насаджень на підприємствах, підпорядкованих Державному агентству лісових ресурсів України, в середньому сягають 6,3 тис. га на рік 7–9, у тому числі в лісовому фонді ДП «Харківська ЛНДС» – 15–20 га [8]. Щорічно у ДП «Харківська ЛНДС» вирощується близько 10 тис. сіянців дуба із ЗКС [8]. У системі заходів з інтенсифікації вирощування сіянців дуба із ЗКС одним із найважливіших прийомів є спрямоване регулювання живлення і продукційних процесів під час вирощування сіянців за допомогою системного застосування добрив. Сіянці, які вирощено в оптимальних умовах мінерального живлення, характеризуються добре розвиненою кореневою системою та наземною частиною, накопичують значну кількість запасних поживних речовин, які використовуються для регенерації кореневої системи та адаптації до нових умов після пересаджування їх на постійне місце. Цим передусім пояснюється краща приживлюваність таких сіянців, більш висока їхня стійкість проти посухи, а також стресових чинників біотичної або абіотичної природи 2. Проте на даний час недостатньо інформації щодо використання різних видів добрив, зокрема комплексних, під час вирощування сіянців дуба звичайного. Саме це й зумовило актуальність проведених досліджень. Мета роботи. Узагальнити результати досліджень щодо впливу підживлення однорічних сіянців дуба звичайного із ЗКС різними комплексними добривами на їх біометричні показники та масу. Матеріали і методи. Дослідження ефективності впливу комплексних добрив на ріст сіянців дуба звичайного із ЗКС проводили у 2021 р. в умовах відкритого ґрунту на теплично-розсадницькому відділенні селекційно-насінницького комплексу Південного лісництва ДП «Харківська ЛНДС». Для вирощування сіянців дуба використовували циліндричні контейнери з агроволокна, що мали такі розміри: висота – 28 см, діаметр – 8 см, об’єм - 1407 см3. Склад субстрату для заповнення – суміш темно-сірого середньо-суглинкового ґрунту і торфу у співвідношенні за об’ємом 3:1. Упродовж вегетаційного періоду проведено трикратне підживлення сіянців (перше – 10 червня, друге – 07 липня, третє – 10 серпня) комплексними добривами або шляхом обприскування, або поливу. Загалом закладено п’ять дослідних варіантів із різними концентраціями і контрольний варіант – сіянці дуба, вирощені в контейнерах, без застосування добрив. У кожному досліді використано по 90 л розчину – для трикратного підживлення шляхом поливу і 30 л розчину – для трикратного підживлення шляхом обприскування (на один короб – близько 500 сіянців). Усього у дослідних варіантах і контролі вирощено близько 3,0 тис. шт. сіянців. Під час підживлення сіянців дуба шляхом поливу використано такі добрива в нормах, що рекомендовані виробником: універсальне комплексне добриво «Master» (50 мл на 10 л води); органо-мінеральне добриво «Rost Концентрат» (25 мл на 10 л води); органо-мінеральне добриво «Рокогумін» (25 мл на 10 л води); комплексне мінеральне добриво «Partner complete» (25 г на 10 л води), а шляхом обприскування – комплексне універсальне мінеральне добриво «Плантатор» (25 г на 10 л води). Ефективність застосування комплексних добрив під час вирощування сіянців дуба оцінювали за їхніми біометричними показниками та масою. Для цього у 30 сіянців кожного варіанта відмивали коріння від залишків ґрунту, вимірювали висоту сіянців (см), діаметр кореневої шийки (мм), а також визначали масу (г) надземної та підземної (коріння) частин у повітряно-сухому стані. Отримані дані обробляли методами математичної статистики. Достовірність різниці між контролем і дослідними варіантами перевіряли на 5 і 1 % рівнях значущості [5]. Результати і обговорення. Результати досліджень свідчать, що значення середньої висоти і середнього діаметру однорічних сіянців суттєво збільшилися у варіантах, де проведено їхнє підживлення комплексними добривами (табл. 1). Різниця за середнім діаметром сіянців між дослідними варіантами та 28 контролем становила 11–26 %, або відповідно 0,4–1,0 мм, а за середньою висотою – 14–43 %, або 4,4–13,6 см. Достовірно перевищували контроль як за середньою висотою, так і за середнім діаметром, усі дослідні варіанти. Середня маса сіянця у варіантах варіювала від 6,6 до 20,4 г. Найбільшою вона була у варіанті «Partner complete», а найменшою – на контролі (рис. 1). Найбільшу масу надземної частини однорічного сіянця дуба визначено у варіанті «Partner complete», вона становила 5,1 г і перевищувала контроль на 102 %; дещо меншою була маса сіянцю у варіанті «Master» – 4,5 г (78 %). У варіанті «Рокогумін» маса надземної частини однорічного сіянця дуба була нижчою за контроль на 8 % (на 0,2 г). Найбільшу масу кореневої частини однорічного сіянця дуба виявлено у варіанті «Partner complete», вона становила 15,3 г і перевищувала контрольний показник на 270 %; значно меншою була маса у варіантах «Master» і «Rost Концентрат» – відповідно 8,3 г (100 %) і 7,7 г (85 %). У варіанті «Рокогумін» маса кореневої частини однорічного сіянця дуба була найменшою, вона становила 4,6 г і перевищувала контроль лише на 12 %. Одним із основних завдань вирощування сіянців із ЗКС є забезпечення оптимальних умов для розвитку кореневих систем і максимальне їхнє збереження під час створення лісових культур, що забезпечує високу приживлюваність та подальший інтенсивний ріст. Важливою характеристикою є співвідношення мас кореневої (К) і надземної (Н) частин сіянців (К/Н) та співвідношення маси кореневої системи до загальної маси (М) сіянцю (К/М, %). Високі значення характеристик сіянців (К/Н і К/М, %) можуть опосередковано свідчити про кращу приживлюваність у більш сухих типах умов місцезростання 4. Найвищі значення цих показників зафіксовано у варіанті «Partner complete» – 3,0 та 75,2 %. Дещо нижчими були їхні значення у варіантах «Плантатор» і «Rost Концентрат» – відповідно 2,2 та 68,5 % і 2,1 та 67,2 %, а на контролі – 1,7 та 62,3 % (рис. 2). У цьому ж році також було досліджено масу сіянців дуба із відкритою кореневою системою (ВКС). Співвідношення К/Н для таких сіянців становило 1,2, тоді як у всіх варіантах із ЗКС – 1,7 і вище. Також у сіянців дуба із ВКС найнижчим було співвідношення К/М – 54,6 %. Висновки. Результати досліджень свідчать про доцільність застосування запропонованих видів комплексних добрив для інтенсифікації росту сіянців дуба звичайного із закритою кореневою системою з метою подальшого використання вирощених сіянців для лісовідновлення й лісорозведення у лісовому фонді ДП «Харківська ЛНДС». СПИСОК ЛІТЕРАТУРИ 1. Бондар О. Б., Румянцев М. Г., Кобець О. В., Сидоренко С. В., Ющик В. С. Сучасний стан дубових насаджень на притоках Ворскли у межах Сумської області та особливості їхнього природного відновлення. Науковий вісник НЛТУ України. 2020. Вип. 30(4). С. 19–24. https://doi.org/10.36930/40300403. 2. Гордієнко М. І., Гузь М. М., Дебринюк Ю. М., Маурер В. М. Лісові культури. Львів: Камула, 2005. 608с. 3. Даниленко О. М., Висоцька Н. Ю., Тарнопільський П. Б., Румянцев М. Г. Вплив регуляторів росту рослин на ріст і масу сіянців дуба звичайного у Південно-східному Лісостепу України. Лісівництво і агролісомеліорація. 2021. Вип. 138. С. 59–67. https://doi.org/10.33220/1026-3365.138.2021.59. 4. Даниленко О. М., Ющик В. С., Румянцев М. Г., Мостепанюк А. А. 2021b. Особливості росту та стану соснових культур, створених різним садивним матеріалом, у Південно-східному лісостепу України. Науковий вісник НЛТУ України. 2021. Вип. 31(1). С. 26–29. https://doi.org/10.36930/40310104. 5. Лапах С. Н., Чубенко А. В., Бабич П. Н. Статистические методы в биомедицинских исследованиях с использованием Excel. Киев: Морион, 2001. 408 с. 6. Мусієнко С. І., Румянцев М. Г., Тарнопільська О. М., Лук’янець В. А., Бондаренко В. В. Стан і продуктивність дубових насаджень Лісостепу Харківщини. Науковий вісник НЛТУ України. 2021. Вип. 31(5). С. 54–59. https://doi.org/10.36930/40310508. 7. Румянцев М. Г. Вплив стимуляторів росту рослин на біометричні показники та масу однорічних сіянців дуба звичайного у Лівобережному Лісостепу України. Modern Trends in the Development of Science and Technology: Proceedings of the 2nd International Scientific and Practical Conference (September 12–13, 2022). Debrecen: LIU, 2022. С. 38–46. 8. Румянцев М. Г., Даниленко О. М., Тарнопільський П. Б. Досвід вирощування сіянців дуба звичайного із закритою кореневою системою із застосуванням стимуляторів росту у ДП «Харківська ЛНДС». Modern research in world science. Proceedings of III International Scientific and Practical Conference (June 12–14, 2022). Lviv: Sci-conf.com.ua, 2022. С. 69–75. 9. Румянцев М. Г., Даниленко О. М., Тарнопільський П. Б., Ющик В. С., Мостепанюк А. А. Вплив стимуляторів росту рослин на біометричні показники та масу однорічних сіянців дуба звичайного із закритою кореневою системою у Південно-Східному Лісостепу України. Науковий вісник НЛТУ України. 2022. Вип. 32(1). С. 13–19. https://doi.org/10.36930/40320102. 10. Румянцев М. Г. Структурно-функціональний розподіл дубових насаджень Лівобережного Лісостепу. Науковий вісник НЛТУ України. 2020. Вип. 30(1). С. 49–54. https://doi.org/10.36930/40300108. 11. Rumiantsev M., Luk’yanets V., Musienko S., Mostepanyuk A., Obolonyk I. Main problems in natural seed regeneration of pedunculate oak (Quercus robur L.) stands in Ukraine. Forestry Studies. 2018. Vol. 69(1). Р. 7–23. https://doi.org/10.2478/fsmu-2018-0008. 12. Rumiantsev M. Oak forests of the Left-Bank Forest-Steppe zone of Ukraine and their natural regeneration. Modern Global Trends in the Development of Innovative Scientific Researches: Proceedings International Scientific Conference. (March 20th, 2020). Riga: Baltija Publishing, 2020. Р. 110–113. https://doi.org/10.30525/978-9934-588-39-6-34. 13. Tkach V., Bondar O., Rumiantsev M. Pedunculate oak stands in the catchments of the river Vorskla’s tributaries. Folia Oecologica. 2020. Vol. 47(1). Р. 70–80. https://doi.org/10.2478/foecol-2020-0009. 14. Tkach V., Rumiantsev M., Kobets O., Lukyanets V., Musienko S. Ukrainian plain oak forests and their natural regeneration. Forestry Studies. 2019. Vol. 71. Р. 17–29. https://doi.org/10.2478/fsmu-2019-0010.
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