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Talking Culture: Ethnography and Conversation Analysis
... The study uncovers Japanese rehabilitation practitioners' orderly use of decision rules during their search procedures (Sacks, 1967) in discharge planning sequences, paying special attention to their use of a "commonsense geography" (Schegloff, 1972: 85); particularly, the locations of care institutions and patients' residential addresses. Thus, the study integrates ethnographic information regarding local geography into an analysis of audiovisual recordings of interprofessional decision making to fully explicate participant knowledge in action (Bilmes, 2015;Moerman, 1988). ...
... However, the transcribed conversation does not always demonstrate the geographic knowledge that the participants drew on (e.g., distance). To explicate the contexts of the interactions more fully, ethnographic information regarding local care facilities and patients' residential addresses is included (Moerman, 1988; see also Bilmes, 2015: 143-159). ...
... This study empirically investigated how Japanese rehabilitation team members interactively used their geographic knowledge to search for long-term care facilities for stroke survivors, with a special focus on the orderly use of search procedures (Sacks, 1967). The study integrated ethnographic information regarding local care facilities and patients' residential addresses within the analysis of video recorded clinical team interactions to fully explicate participant knowledge in action (Bilmes, 2015;Moerman, 1988). This was crucial for understanding the local geographical structure invoked by the participants in the context of their interaction (Goodwin, 2006). ...
Using conversation analysis, this study investigates how Japanese rehabilitation team members use their geographic knowledge to search for long-term care facilities for stroke survivors in multidisciplinary team interactions. The study uncovers the orderly use of decision rules during discharge planning activities by exploring the following two questions: (1) What decision criteria are discursively used? (2) In what order are the criteria handled through sequential operations? The data comprise 65 video-recorded rehabilitation team meetings and ethnographic information regarding local care facilities and patients’ residential addresses. The analysis shows that the participants deal with decision criteria in an orderly manner. They identify the type of facility and location preferred by the patient’s family and search for a facility accordingly. Moreover, they routinely select facilities closer to the patients’ and their families’ homes. However, these rules are modified if the family’s choice is inappropriate, or when a facility in a different location is preferred by the family. The study contributes to the conversation analytic understanding of interprofessional decision making and prioritization through the analysis of orderly methods of search procedures interactively accomplished by participants in ongoing medical team interactions.
... In particular, we present a series of excerpts where the physician carries out a shift in addressivity, i.e., he 4 changes his addressee by shifting from the UFM patient to the professional educator and vice versa. Adopting a Conversation Analysisinformed approach supplemented with ethnographic background knowledge (on the [limited] affinity between ethnography and CA, see Maynard 2006;Moerman 2010Moerman [1988), we analyze how and when the physician addresses the UFM patient vs the professional educator. In the conclusion, we contend that, by means of shifting his addressivity, the physician appears to be oriented to searching for a balance between gaining accurate and reliable information on the one hand, and maximizing the UFM patient's (interactive) inclusion on the other. ...
... In particular, we present a series of excerpts where the physician carries out a shift in addressivity, i.e., he 4 changes his addressee by shifting from the UFM patient to the professional educator and vice versa. Adopting a Conversation Analysisinformed approach supplemented with ethnographic background knowledge (on the [limited] affinity between ethnography and CA, see Maynard 2006;Moerman 2010Moerman [1988), we analyze how and when the physician addresses the UFM patient vs the professional educator. In the conclusion, we contend that, by means of shifting his addressivity, the physician appears to be oriented to searching for a balance between gaining accurate and reliable information on the one hand, and maximizing the UFM patient's (interactive) inclusion on the other. ...
In dealing with recent migration-related phenomena, inclusion has become an increasingly common normative ethical imperative in socio-political discourse. Considering inclusion as a situated interactive accomplishment, this article reports findings from a study on medical visits, each one involving a physician, an unaccompanied foreign minor (UFM) and a professional educator. Adopting a Conversation Analysis-informed approach to a corpus of video-recorded visits, we analyze (a) the physician’s shifts in addressivity, which either foster or hinder UFM’s inclusion during the history-taking phase, and b) when and how these shifts occur. We contend that, by shifting addressivity, the physician navigates the locally incompatible goals of gaining reliable information on UFM patients and fostering their active participation. We contend that the micro-practice of shifting addressivity is consistent with the management of cultural-linguistic diversity proposed by the intercultural dialogue perspective.
... Yet, it often remains unclear how researchers obtain membership-the competency to master a certain natural language game (Alvesson & Sköldberg, 2017)-in participants' social groups and how they address the heterogeneous vis-abilities (Schindler, 2009) on a social phenomenon in their methods. These issues may raise potential concerns about substituting participants' (members') perspectives with researchers' own (Park, 1999) while giving little consideration to the distinct biographical or cultural contexts of the actors being observed (DeLand, 2021;Moerman, 1987). As the interpretation of observable behaviours and utterances can unexpectedly deviate even among members (i.e. ...
Sport pedagogue-learner interactions encompass complex dynamics of (who, what, when, where, why, and how) speaking and listening acts. As discursive practice normatively frames embodied, pedagogic, and socio-cultural values/biases beyond information transmission, coach-athlete dialogues (CADs) mediate their way of being-in-the-world across multi-dimensions. Recognising this significance, a growing body of qualitative coaching research has applied methodological creativity to seize the in-situ moments of CADs and grasp their emergent, contextual, and nuanced nature, instead of repeating the prominent tendency to manufacture CAD into half-stories of coaches' behaviours as speakers or athletes' perceptions as listeners. Nonetheless, the methodological trajectories of such qualitative research (i.e. extant progress, potential limitations, and possible future directions) have seldom been scrutinised. Therefore, this article presents a scoping review on the design and practice of qualitative methods used in 41 CAD studies published from 2000 to 2024. The analysis reveals four major themes: (i) instructor-centred perspective; (ii) space before place; (iii) insufficient attention to non-verbal language-use-in-interaction; and (iv) imbalance of emic-etic approaches. The findings are expected to provide qualitative coaching researchers with reflexive sources for their own and participants' CAD-related reality (ontology) and knowledge (epistemology), especially when crafting methods to better uncover the in-situ complexities of sport coaching.
... 3. While some argue that conversation analytic and ethnographic methodologies could mutually benefit from greater interaction (Moerman, 1988(Moerman, , 1993; see also Pomerantz, 2005), others argue that such a 'mix' is not viable (Sanders, 1999). In this chapter, we assume ethnographic and conversation analytic methodologies can be regarded as ultimately complementary (see also Bargiela-Chiappini, this volume Chapter 16 and Haugh, this volume Chapter 1). 4. This larger study forms part of Watanabe's forthcoming PhD dissertation on the communicative performance of non-native speakers of Japanese in an intercultural business setting. ...
... In these cases, the laugh becomes part of the rhetoric of politeness, smoothing over conversational difficulties that otherwise would arise (Brown & Levinson, 1987;Jefferson, 1984;Mulkay, 1988: 112ff). Laughter can vary along four dimensions: delayed/prompt; few particles/many particles; soft/loud; and slow/rapid and, speakers use these dimensions to convey meaning (Moerman, 1988). Therefore, laughter does not possess a single rhetorical force even within the context of humour. ...
Research works on conflict and politeness abound. However in the Nigerian context, there is a paucity of works on the relationships among laughter, politeness and conflict. This work examines the relationship between politeness and laughter in conversations of undergraduates with special focus on how laughter is deployed by interactants as a conflict avoidance strategy. Utilising Brown and Levinson's (1987) politeness theory and Burton's (1990) human needstheory of social conflict, recorded conversations of undergraduates from six state universities in southwest Nigeria were subjected to descriptive analysis. Analysis revealed that laughter performs a number of supportive functions to the utterances around it, as laughter carries semantico-pragmatic force only in relation to those utterances. Laughter performs such supportive roles as mitigating face-threats to hearer's negative face (face-saving), enhancing hearer and speaker's positive face and, enhancing the face of the conversation. The paper concludes that laughter, among the undergraduates, functions as conflict avoidance strategy by saving interactants' face and by enhancing conversations.
... Contrary to the traditional approaches to the study of discourse which focused on the study of meaning and its relation with form/structure-as the only dimensions of discourse, recent approaches have proposed a cultural contrastive framework (Agar, 2007;Quinn, 2005;Moerman, 2007;Shi-Xu, 2005;Spencer-Oatey, 2008;Strauss, 2005). This cultural approach regards discourse as a form of social practice that acts upon and transforms cultural and social realities. ...
Western research on white lies-telling had mainly focused on the conceptualization of the notion of white lies by children and teenagers. Research dedicated to the analysis of white lies-telling in adult discourse is relatively limited in number and scope. Therefore, this study aims at filling this existing gab by investigating white lies-telling behavior in Lebanese every day discourse. The study adopted Camden et al. (1984) motivational category system to unravel the different motivations and communicative intentions that govern the use of white lies-telling in Lebanon in different social settings. To this end, DCT and questionnaires were administered to 50 female and 50 male undergraduate college students, which replicated the reward category system proposed by Camden et al. To increase the reliability of the findings, 10 service encounters (5 females and 5males) were recorded and analyzed to examine the extent to which adult Lebanese use white lies as a form of facework. Results of the DCT and questionnaire showed that female participants were more inclined to use white lies in their every day discourse than male participants in addition to marginal differences in the social and psychological motivations that compelled females to use white lies. These differences were also documented and analyzed accordingly. On the other hand, the conversation analysis of the service encounters showed supremacy of male participants in displaying politeness strategies and in using white lies as social lubricants, especially, as a part of facework. It is recommended that this research be supported with other research
devoted to the study of politeness in the Arab region and to Lebanese social settings in
particular.
... Tacit knowledge is difficult to explicate or transmit to others, in contrast to formal, explicit knowledge (Polanyi, 1966). Therefore, acquiring competence in a culture requires social interaction among members of that cultural community (Moerman, 1988). The tacit dimension is also one reason why the Turing test of a machine's ability to reproduce authentic natural language conversation has proven to be such a challenging task. ...
How to identify and account for the birth and survival of social groups is a core question in sociology. This dissertation delves into this question through the lens of acculturation – the process by which cultures emerge, merge or fade when people interact. Central to this exploration is the concept of biculturalism, defined as an individual’s capacity to understand and gain fluency in more than one culture, a foundational element for a multicultural society. This work examines acculturation in terms of cultural competence: people’s capacity to engage fluently with their group members and draw boundaries against non-members in interactions. The study takes place in Finland and involves three social relations: (1) active Christians and non-religious persons, (2) Finnish Somalis and majority Finns, and (3) Finland-Swedes and majority Finns. The research addresses first the questions of whether, and in what ways, each group shares a distinct, uniform pool of cultural competences. Second, it examines to what extent members of each group have developed bicultural competences – that is, fluency in not only their own culture but also the culture of the group they are not a member of. A novel research method known as the Imitation Game (IG) is employed and developed. The IG allows for investigating these questions based on a) how and b) how accurately each group can identify members from imitating non-members in the game environment. A mixed-methods framework analysing both qualitative and quantitative IG data is developed to integrate both lines of inquiry. This enables the researcher to pinpoint acculturation paths and reveal domains of social exclusion and inclusion, and degrees of groupness in a social relation. In exploring these phenomena through the prism of cultural competences with the IG, this dissertation offers a new approach to classical concepts in the social sciences, including identity, social group and culture, gaining new insights into fundamental sociological topics, such as the making and maintenance of social groups, as well as socialization, integration, and the coexistence of multiple ways of life within a single society. The dissertation is divided into three sub-studies. Each covers one of the above-mentioned social relations. Together they contribute to the fields of general sociology, social scientific research methodology, migration and integration, and ethnic relations.
... The original transcripts are in Swedish; see Moerman (1988) and Nikander (2008) for the complex issues involved in using translated transcripts. In the excerpt above, the conversation starts with the topic of media storage and what might be kept in her possession, and of general media knowledge and use, something we as researchers were interested in as both ethnographic data, and as possible content for our projectʹs production, and the researchers become more involved in asking about the media. ...
Limitations are described in the literature in relation to the actual involvement of older people in action research activities. Empirical social research involving any form of data collection has an impact on the people and the setting studied. Researchers should strive to be morally aware of such an impact. The article describes case studies of participatory research in Sweden, Italy and Portugal. It highlights moral issues confronted by researchers. Moreover actual examples of different order of priorities among researchers and participants are provided. The study shows possible spaces for collaboration, while recognizing the difference of interests and priorities among researchers and participants.
... There are at least three major controversies that illustrate how CA practitioners and their critics (some of whom are other CA practitioners) have debated how talk should be analyzed. Chronologically speaking, the first involves Moerman's (1988) contextual critique of CA, in which he charges that CA analyses that are not embedded in a larger ethnographic context are too "dry. " The second, known as the Schegloff/Wetherell/Billig debates, was initiated by Schegloff (1998). ...
Research methodology plays a pivotal role in generating new knowledge in any academic discipline. Applied Linguistics (AL) researchers use a variety of research methodologies to address different research problems and research questions, given its interdisciplinary nature. Notwithstanding the plethora of research methodologies used by AL researchers, there are some methodologies that are used less frequently. The aim of this volume is to introduce and discuss these less frequently used methodologies. Each methodology is discussed in two chapters, a theoretical and a practical chapter. In the theoretical chapters, the theoretical foundations, methodological orientation, ethical issues, and critiques and responses are discussed. In the practical chapters, a showcase study is presented and discussed, including why the methodology was used, how it was implemented, the challenges the researchers faced, and the insights they gained. The volume contributes to the current methodological discussion in AL and provides early-career and seasoned researchers with the necessary discussion about these methodological orientations. Future AL researchers may use these methodologies to investigate research questions in their areas of interest. In addition, the volume can complement current methodological resources in postgraduate research methodology courses.
... From this we can each see and use what we will: sometimes placing some object of scholarly interest … in the context that gave it its local meaning, sometimes using the structure of conversation as natives to: to hook, display, articulate, and fashion things out of the web of culture. (1988, p. 29) In general terms, then, culturally-contexted conversation analysis combines ethnography and conversation analysis (a form of micro-oriented analysis of social interaction) (see Moerman, 1988). This combination brings culturally-contexted conversation analysis in line with ethnography of communication in both principle and practice, and places emphasis on how communication is shaped by participants as a cultural practice-that is, "what people in particular places make of communication when practiced in their own way, when understood through their own terms, through their own explanations" (Carbaugh, 2007a, p. 168). ...
Much of Intercultural Communication (ICC) scholarship is interested in the "intercultural encounter": interaction between people who are from different cultures. Taking culture to be emergent in social interaction, in this paper we examine group interviews about health and diabetes which were conducted in the Southwestern U.S. with Hispanic adults. Using discourse analytic methods, we show how culture emerges in these group interviews, as participants treat objects (practices, etc.) as cultural in the performance of interactional tasks such as explaining, account-making, and managing face-threat. Analysis reveals that close analysis of the emergence of culture in interaction may help ICC scholars enter interdisciplinary discussion of effective health care delivery in an increasing culturally-diverse and culturally-complex worldculture
... Cette démarche qui consister à révéler ces ressources s'effectue de façon justifiée et en respectant l'écologie de l'interaction qui se déploie dans le temps : l'enjeu est de montrer comment les participants et non pas l'analyste interprètent. C'est cette attitude de respect du just-this-ness(Garfinkel & Wieder 1992) de chaque segment d'interaction qui peut donner l'impression, au lecteur qui n'est pas familier avec l'analyse séquentielle, que cette pratique ne serait que de la glose gratuite sur ce que l'on sait déjà(Moerman 1988:7) -quoique dans notre cas le caractère étranger du travail clinique limite cet effet. Tout l'enjeu est de donner à voir les méthodes qui permettent aux participants de reproduire, dans un contexte nécessairement différent, l'intercompréhension de l'action qu'ils ont entrepris dans le segment d'interaction analysé. ...
This thesis seeks to contribute, through field work, to linguistics and interactional studies focused on healthcare workers. We have employed the theoretical approach of ethnomethodological conversation analysis and we acknowledge the multimodal dimension of the resources mobilized to organize simulated healthcare interactions. We have observed and recorded multiple high-fidelity simulation trainings addressed to multi-disciplinary teams of anaesthetics in intensive care. This thesis proposes a type of methodology which enquires on the pertinence of the phaenomena highlighted by the analysis. Indeed, our data shows that the participants accomplish their work but also they draw on it in order to identify issues. One may ask how this work can be problematized by them. In our first section, we start with a critical survey of several studies conducted in healthcare and ergonomics; we notice, in fine, the scarceness of concern for interactional dimension in didactic resources. Thus, we propose a new methodology that functions through “trajectories”, which we set in motion in the second part of our work. Through two trajectories, we reconstruct the steps that conduct the team’s members and trainers to identify two issues that they topicalize during the observation and debriefing : the lack of treatment of a dropping blood pressure and the delayed infusion of a drug. The accountability of those issues are both re-specified through the following interactional objects: a) asymmetries in the participatory framework, b) the medical exam as a sequential and multimodal accomplishment, c) the interactional work of producing accounts of activities as tasks, d) multi-activity management and e) enacted remedies of action. This approach sheds light on the analysis of specific interactional segments thanks to the identification of recurrent techniques in the whole encounter of a teamwork medical intervention.
... My aim is to explicate, from an emic perspective, participants' practices for teaching and correcting; what makes possible the making of culture in the first place (Hester & Eglin, 1997). 3 My argument, partly grounded in anthropological CA (Bilmes, 1995;Moerman, 1988), is that an empirical attempt to describe the "socially acquired and shared knowledge [. . .] that enables members of the society to behave in ways deemed appropriate by their fellows" (Frake, 1964, p. 132) requires membership knowledge (ten Have, 2002). ...
Error-correction in sport coaching consists of the following phases: (a) correction initiation, (b) error-identification, (c) solution proposal, and (d) practice resumption. Framed by multimodal conversation analysis, this article adopts a single-case analysis to examine an extended correction sequence in Muay Thai coaching. First, I illustrate the opening phase in which the participants negotiate the norms regarding the training procedure. I then examine how the normative organisation of correction and the coach's use of the previously-reported interactional practices are both fitted to the local contingencies of the setting. Finally, I demonstrate how the indexicality of Coach's correction can be remedied by members' practical knowledge about Muay Thai. I discuss that members' methods may have diversified in sedimented landscapes as instances of correction accumulate, refining the way in which Muay Thai practitioners teach embodied skills that constitute the work of their community.
... In this chapter, I have attempted to strike a balance between, on the one hand, the need to find evidence for each claim within the data itself without invoking unnecessary further contextual knowledge (Schegloff, 1987) and on the other, an acknowledgement that insightful analysis is only possible when it involves some form of member's competence, i.e. ethnographic knowledge (Heath & Hindmarsh, 2002;Moerman, 1988) of who the participants are, their situational identities, and their epistemic status on the issue of blindness. Garfinkel called for the "quiddity" (just whatness) and "haecceity" (just thisness) (Lynch, 1993) of what makes up a particular situation and wrote that in order to achieve this, the researcher should develop a deep competence in the particular field. ...
This chapter addresses the following research question: What methods do sighted members of society apply when trying to achieve intersubjectivity with and adopt a visually impaired member’s perspective in situ? By exploring this question through EMCA analysis of video excerpts, I seek to revisit the canonical concept of the “participation framework” by adding the taken-for-granted aspect – that these frameworks are ordinarily ocularcentric in their organisation, with vision as an anticipated common resource for joint activities. I propose the concept “ocular- centric participation framework” to describe how participants deal with embodied and spatial reconfigurations in relation to aspects of vision/non-vision in the pur- suit of accomplishing a current activity.
... Then, the second part ("Discussion and Implications" section) abductively develops plausible explanations and theoretical frameworks derived from the data (second-order procedure). The author's approach is in line with both an early contribution of Moerman (1988) and more recent studies (Whittle et al., 2014(Whittle et al., , 2016 in seeking theoretical interpretations of ethnographic data over time and space. ...
This study contributes to the literature on power processes within multinational corporations (MNCs) by finding that the headquarters and subsidiaries mutually censor their sensemaking and may opt for strategic inaction, depending on the relational context. It develops systematic explanations of the patterns in the headquarter–subsidiary partnership by proposing a model of evolutionary, co-existent meaning-making transition processes. In a Japanese manufacturing MNC, change practitioners helped balance paradoxical processes to create psychological safety in a dialogic space, leading members to move ahead with a sense of crisis. The study deals with collective reactions to change from a qualitatively grounded approach. It then proposes theoretical and practical implications for building collaboration capability in multistakeholder partnerships by inspiring people’s spirit of inquiry.
... As a result, due to the nature of the phenomena being explored in this research, this study adopts the approaches of responsive interviews, since they are viewed as 'extended conversation' (Rubin and Rubin 2004). Responsive interviews not only allow for the formalized approach of interviews but also allow for the clarification of any unclear and vague statements (Moerman, 1988). Rubin and Rubin (2004) suggest using a wider scope of interviewees to extend the similarities and dissimilarities in the result. ...
Design/ Methodology: This study adopts an exploratory approach to obtain rich, descriptive data to aid in the understanding of the shift in country image perceptions after the COVID-19 crisis, and associated influences on purchase intentions. Using a qualitative open-ended approach eliminates the boundaries of closed-end methods of experimental research. Due to the nature of the phenomena being explored in this research, this study adopts the approach of responsive interviews with 26 participants.
Purpose: Considering the effect of COVID-19 on consumption decisions, this research seeks to explore the influence of the pandemic on manoeuvring consumption decisions towards goods and encouraging the trial of local food goods in a developing country, Jordan; primarily by taking an internal look into country image from a local perspective. Given the lack of studies analysing the impact of crises on consumption decisions, this research highlights the hidden benefits of the pandemic in shifting the perceptions of local food goods among Jordanian consumers.
Findings: Findings indicate that participants' perceptions of country image and local goods and their consumption changed responding to COVID-19 for different reasons, creating new norms and perceptions of country image and local food goods. The findings precisely indicate a shift from negative to positive perceptions of country image and local food goods due to the pandemic. Results reveal that there are inconspicuous benefits associated with the role of the pandemic in shifting perceptions of country image and local food goods in Jordan.
Research Implications: Consumers’ perceptions and consumption decisions continue reciprocally to respond to and reflect on the COVID-19 crisis. Adjusting to the new normal is now the focus of research to understand the variance in consumption decisions across the world, including in emerging markets such as Jordan. Results also extend research on cue theory as crisis seems to have a moderating role in the extent of influence cue theory has on perceptions of goods.
Practical Implications: Assisting local brands in improving their marketing strategies, by identifying the barriers that hinder the ‘desire to try’ phase among Jordanian consumers.
Originality/Value: This study is unique and first of its kind as it investigates perceptions of Jordanian consumers of their country's image and whether the perceptual change in their country image would also stimulate a shift of perceptions in local food goods concerning the COVID-19 crisis. The results provide new insights into understanding consumer behaviour and preferences in crises; and the inconspicuous benefits that a crisis may have on local goods.
... Moreover, it has been pointed out that intentions themselves can be topicalised in interaction by communication theorists (Arundale and Good 2002: 127-128;Buttny 1993;Buttny and Morris 2001;Jayyusi 1993), conversation analysts ( Heritage 1984Heritage , 19881990/91;Moerman 1988), social psychologists ( Gibbs 1999Gibbs , 2001Malle 2001Malle , 2004, and discursive psychologists (Edwards 1997(Edwards : 107-108, 2006(Edwards : 44, 2008Edwards and Potter 2005: 243-244;Locke and Edwards 2003;Potter 2006: 132). Intentions may be invoked post facto by interactants in accounting for their actions or to question the actions of others. ...
... Die Begründer dieses Ansatzes hatten die Überzeugung verfochten, dass Analysen radikal ausschließlich auf der Grundlage des zur Verfügung stehenden Materials erfolgen mussten, andernfalls wären sie nicht valide gewesen. Dennoch war zu beobachten, wie dieser Ansatz über die Jahre erweitert wurde, um auch abstraktere Konstrukte erfassbar und beschreibbar zu machen(Hester und Housley 2002;Jayyusi 1984;Moerman 1988). In diesem Rahmen habe ich schließlich ein Modell vorgestellt, mit dessen Hilfe man auf der Grundlage einer gesprächsanalytischen Inhalte aus einer gesellschaftlich konstruierten Wahrnehmung und Interpretation von Wirklichkeit bezieht. ...
... In particular, the commitment to endogenous interactional analysis and the exclusion of analytical interpretations based on exogenous, macro-level contextual factors (unless oriented to by the co-participants themselves) have been perceived as too constraining. Some have attempted to remedy this perceived drawback by combining conversation analysis with ethnographic approaches (e.g., Cicourel, 1992;Moerman, 1988). Moerman's work in particular has been influential in showing how the combination of conversation analysis with ethnography leads to a comprehensive understanding of the multi-layered richness of context in people's everyday lives (Hooper, 1990;Kunitz & Markee, 2017, p. 19). ...
This doctoral dissertation examines the family language practices of Swedish-English families using an interdisciplinary and mixed-method approach. The principal aim is to empirically document what these practices are, as well as how practices interact with various ideological, conceptual, and contextual factors.
The dissertation is composed of four empirical studies and a comprehensive summary with seven chapters. In order to engage with the complex, multidimensional nature of bilingual family language practices, the empirical studies adopt four different theoretical and methodological frameworks. Study I uses a large-scale quantitative approach to investigate the connection between declared family language practices and macro societal factors. Study II adopts a conversation analytic approach to examine the local sequential context of family language practices. Study III uses a rhizomatic discourse analytic approach, which considers how family language practices can be conceptualised as an assemblage of semiotic resources, objects, space, and time. Finally, Study IV focuses on the affective and psychological dimensions of language practices by adopting an interpretative phenomenological approach that explores participants’ thoughts, feelings, and their lived experiences with language.
The chapters of the comprehensive summary discuss the four empirical studies in relation to an expanded theoretical framework and in relation to each other. Although the epistemological and theoretical perspectives adopted in the four studies are different, they all consider how language practices are fundamentally situated in the local context of occurrence. Each study illuminates a portion of this local context, which, when triangulated, leads to a richer understanding of language practices than would be obtained with a single approach alone. In addition, the findings emphasise and exemplify how the context-sensitive dimensions of agency, identity, and emotion are inherently connected to language practices in bilingual families.
... • Whether the sign occurs in a "teaching" turn that explicitly instructs their conversational partner on how to use a particular sign, or the presence of any try-marker, such as a hold, mouthing, repetition, or decrease in signing speed (Moerman, 1988;Sacks and Schegloff, 2007;Byun et al., 2018). ...
Cross-signing—the emergence of an interlanguage between users of different sign languages—offers a rare chance to examine the evolution of a natural communication system in real time. To provide an insight into this process, we analyse an annotated video corpus of 340 minutes of interaction between signers of different language backgrounds on their first meeting and after living with each other for several weeks. We focus on the evolution of shared color terms and examine the role of different selectional pressures, including frequency, content, coordination and interactional context. We show that attentional factors in interaction play a crucial role. This suggests that understanding meta-communication is critical for explaining the cultural evolution of linguistic systems.
... Only with the ethnographic information was it possible to verify that the physician, when broaching the hospice topic, was working to inform the patient that the latter was soon going to die. Although use of ethnography in this fashion may be close to what Gubrium and Holstein (1997), Moerman (1988), and others recommend for enriching conversation analytic inquiry, it bears repeating that ethnography is a post hoc way of explaining the existence of interactional practices, particularly when prior sequential analysis reveals curious-seeming patterns. ...
... The fieldnotes from the two stays in 2009 and 2011 are not an official part of the spoken language corpus which I will analyze regarding emerging categories, positions and practices of belonging and the linguistic means establishing them. They are rather considered as an additional source of consultation -an account of 'having been there' when it comes to sustaining and enriching the analysis of belonging construction in the community (Deppermann, 2000;Moerman, 1988). ...
In this book, the author introduces belonging from a sociolinguistic perspective as a concept that is accomplished in interaction. Belonging can be expressed linguistically in social, spatial and temporal categories – indexing rootedness, groupness and cohesion. It can also be captured through shared linguistic practices within a group, e.g. collectively shared narrative practices. Using conversation analysis and an analysis of narrative as practice bolstered with ethnographic knowledge, the author shows how belonging is tied to locally contextualized use of deictics and to collectively shared narrations of the past in a Guatemalan community. The book examines the understudied phenomenon of belonging at the intersection of pragmatics and linguistic anthropology.
... Thus, rather than investigating actions as the products of societies and cultures, EMCA studies investigate societies and cultures from within (Sacks, 1995), that is, as 'culture-in-action' (Hester and Eglin, 1997;Housley and Fitzgerald, 2009). Some EMCA research however does discuss or indicate that understanding 'culture-in-action' is to understand 'cultures-of-action' (Bilmes, 2009;Floyd et al., 2018;Hayashi et al., 2002;Jefferson, 1981;Mair and Watson, 2019;Moerman, 1988). Mondada and Sorjonen (2016), for instance, touch on cultural issues in their study of multiple requests, pointing out that the differences they found between French and Finnish speaking customers do not relate to the language resources they mobilize, but to 'differences in technologies, regulations and paying systems (characterizing stores in the 1980s vs the 2000s)' across the two countries. ...
... This is primarily conducted in this study to extract expectations, experiences, and different perspectives from participants due to the capability that interviews has when investigating a phenomenon in social research (Nunkoonsing, 2005). This type of interview shares a commonality of being in between a conversation and a formalized interview where misunderstandings within the interviews are clarified using conversational repairs (Schegloff, 1992); in other words, correct or clarify unclear and vague statements (Moerman, 1988;p.52). In responsive interviews, and similar to conversations, there is a narrative and storytelling aspect relating to it (Rubin and Rubin. ...
Tourism took one of the hardest hits during COVID-19 pandemic, especially in Jordan and India, as they are tourism-dependent countries. Despite the restrictions that followed the pandemic, this study identifies the positive influence that this may have caused in enhancing local tourism.
The study employed qualitative research methodology in which a sample of 30 interviews were conducted using convenience sampling technique in India and Jordan. Data was analysed using the thematic analysis. Results suggest that countries that have positive country image during the pandemic, may motivate civilians participate in domestic tourism resulting in improving local economy. The issue addressed is first of its kind in exploring the positive impact of COVID-19 on domestic tourism.
Conversation analysis is one of the subfields of discourse analysis that uncovers the intricate dynamics in everyday conversations including in TV talk shows. This study aims to understand how conversation analysis features such as turn-taking strategies, feedbacks, adjacency pairs, and repair mechanisms were used in two different TV talk shows. This study adopted a qualitative content analysis, more specifically the conversation analysis approach. The data collected comes from two interviews of the same person by two different hosts in two different TV talk shows. The results found that there are many similarities and some differences in the conversation analysis features between The Tonight Show Starring Jimmy Fallon and Jimmy Kimmel Live! talk shows. In conclusion, while both shows employs similar strategies, they differ slightly in terms of how it was used and in the overall tone created. These differences point out the unique conversational styles of each host, shaping the viewer's experience and the overall atmosphere of the interviews.
El presente artículo se propone examinar cómo los miembros de un grupo étnico minoritario dan cuenta de su identidad étnica, como parte de una serie de entrevistas con adolescentes mapuches acerca de qué significa ser mapuche en la sociedad chilena contemporánea. La atención está puesta sobre la realización y exhibición de la autodefinición étnica e identificación grupal. Nos basamos en aportes del campo de la psicología discursiva para explorar algunas características de razonamientos prácticos de sentido común que los miembros de un grupo étnico minoritario usan para negociar, auto-inscribirse o resistir un sentido particular de identidad, y producir identidades observables y comunicables. Tenemos un interés particular en ilustrar cómo la autodefinición étnica puede ser vista como el resultado de un problema práctico e interpretativo para los miembros de una sociedad. Ponemos un énfasis especial en cómo se construye la identidad de las minorías étnicas a través del uso flexible de atributos y características que definen al grupo, y de categorías y de conocimiento categorial de sentido común. Proponemos que comprender el complejo significado e importancia de la autodefinición étnica para los miembros de un grupo minoritario, depende de la estrecha participación con su contexto situacional de producción y el tratamiento de identidades sociales como un rasgo de cómo las personas se describen a sí mismas. Se argumenta que esta visión de autodefinición de minorías étnicas como un problema práctico e interpretativo y como un producto discursivo en acción puede contribuir a los estudios discursivos e interculturales tanto sobre la identificación étnica de los grupos minoritarios así como también de las relaciones interculturales e interétnicas.
Limited paper has analyzed the reviewers’ speech acts in graduate thesis solicited comments, which is considered as an institutional genre. This study looks at the patterns of illocutionary acts, the flaunted and/or flouted Gricean maxims, (im)politeness strategies, and the overall Philippine social and academic orientations that underpin these patterns. A total of 2,464 written utterances were secured from two departments in a local university in Metro Manila offering graduate programs. Results show that Representative and Directive dominate in the thesis reviews. They are seconded by Expressive, Commissive and Declarative. Z-test on two sample proportions shows that there are significant differences of the hits of these illocutionary acts. Comments also show the absence of appropriate punctuation marks; abbreviation; less lexical density; shorter sentences and phrases; and degree of intelligibility. All illocutionary acts are deployed to help improve the writer’s thesis. They may suggest the Filipino culture of nurturing higher education institutions, compassionate reviewers, and healthy mentor-mentee relationships. Although conducted within the parochial context of the Philippines, the merits of the study could be universal. We call for enhancing writers’ pragmatic skills and heightening of appreciation of the roles of the reviewers in the academe.
While immigrant children's identity negotiation and their sense of belonging are increasingly highlighted, existing literature remains largely focused on language abilities and identity struggles, often emphasizing rigid definitions of "identity" grounded in biology, language, and culture. Drawing on findings from my dissertation, this comparative ethnographic case study examines the fluidity of identity through literacy practices that help children construct meaning and foster belonging. By analyzing how 10-year-old students' literacy practices interact with physical and social environments at school, I discuss shared expressions of emotions, power dynamics, the role of language, and variations in the use of cultural materials. These moments of ongoing identity negotiation are captured through the concept of Deleuze and Guattaris' "becoming," underscoring the need for inclusive practices that value diverse literacies and cultivate a sense of belonging among all students.
Conversation Analysis (CA) is one of the predominant methods for the detailed study of human social interaction. Bringing together thirty-four chapters written by a team of world-renowned experts, this Handbook represents the first comprehensive overview of conversation-analytic methods. Topics include how to collect, manage, and transcribe data; how to explore data in search of possible phenomena; how to form and develop collections of phenomena; how to use different types of evidence to analyze data; how to code and quantify interaction; and how to apply, publish, and communicate findings to those who stand to benefit from them. Each method is introduced clearly and systematically, and examples of CA in different languages and cultures are included, to show how it can be applied in multiple settings. Comprehensive yet accessible, it is essential reading for researchers and advanced students in disciplines such as Linguistics, Sociology, Anthropology, Communication and Psychology.
This chapter provides an overview of foundational principles that guide CA research, offered both on the basis of our own experiences as researchers, and from our discussions with other conversation analysts as they authored contributions for the present volume. We begin by briefly sketching of some of the fundamentals of human social interaction, in order to underscore CA’s central focus, the study of social action, and describe some of the basic features of how interaction is procedurally organized. These basic features of interaction, which CA research has rigorously evidenced and which guide our examination of new data, are then shown directly to inform CA as a research methodology. Put another way, it is precisely due to the procedural infrastructure of action in interaction that conversation analysts use and work with interactional data in particular ways. We conclude with advice for readers as they continue to explore the volume’s contents.
A raíz de la discusión sostenida en páginas del Journal of Ethnographic Theory entre Tim Ingold y Alpa Shah, se hace un análisis de la discordancia en la observación participante en ambos componentes. Mientras Ingold lo ve como un aprendizaje, Shah lo percibe como un medio revolucionario. Esta discordancia se percibe de modo más amplio en todas las experiencias etnográficas. Luego de revisar los orígenes históricos de la observación participante, se adentra en sus discordancias cíclicas. Para mejor comprensión de esta disgregación se utilizan dos ejemplos etnográficos personales en Israel y Michoacán. Se concluye que los profesionales estamos perdiendo conocimientos gracias a esta diferencia interna.
This article presents a theoretical argument for examining the previously unexamined interface between the strong program in cultural sociology ethnomethodology/conversation analysis (EMCA). While these two approaches have radically different theoretical and empirical commitments, they nonetheless share a common root in Durkheim’s sociology, specifically with regard to the centrality of solidarity, ritual, and morality to collective life. Similarly rooted in Durkheim, Goffman’s theory of interaction ritual provides an analytic pivot between EMCA and the strong program. The broader theoretical argument is illustrated using data from interviews with adults about their most recent encounter with a rude strangers in public space, which are here treated a breaches of the interaction ritual of civil inattention. Members readily draw on the specifics of a particular stranger interaction gone awry to reflect on the nature of life in public and to expound on their understandings of the ethics of face-to-face interaction and everyday morality more generally. Where EMCA focuses on the discoverability of the organizational features of everyday interaction, the position developed here is concerned with the organization of members’ interpretations of everyday interaction. While centered on specific kinds of interactional breaches, by finding common ground between EMCA and cultural sociology, the argument advances a potentially more broadly applicable approach that treats everyday encounters as morally meaningful and everyday lifeworlds as moral landscapes. Developing a comprehensive understanding of copresent interaction as a basic building block of society requires attention to both the organizational dynamics of copresent encounters and to the interpretive resources that ordinary members use to account for and justify their own and others’ conduct.
Learning Disability and Everyday Life brings into conversation ideas from social theory with “thick” descriptions of the everyday life of a middle-aged man with learning disabilities and autism.
This book is markedly ethnographic in its orientation to the gritty graininess of everyday life—eating, drinking, walking, cooking, talking, and so on—in, with, and alongside learning disability. However, preoccupation with, the “small” coexists with a gaze intent upon capturing a bigger picture, to the extent that the things constituting everyday life are deployed as prisms through and with which to critically reflect upon the wider worlds of dis/ability and everyday life. Such attention to the small and the big—the micro and the macro—allows this book to explore the ordinary and everyday ways meanings about normalcy and abnormalcy, ability and disability, are put together, enacted, practised, made (up)—in the sense of constituting and fabricating—and, crucially, accomplished through and between people in specific, and invariably contingent, sociocultural, discursive, and material conditions of possibility.
This book will be of specific interest not only to students and scholars of disability but also to persons with lived experiences of disability. This book will also be of interest to students and scholars of anthropology and sociology.
This state-of-the-art volume offers a comprehensive and accessible examination of perspectives within the field of discourse analysis on the processes and conditions of second language learning, teaching, and use. The collection brings together leading global researchers in the field to guide readers through background theories, theoretical paradigms, methodological issues, and pedagogical implications by synthesizing current and past work, and setting a future agenda for discourse-oriented second language research.
The article presents the results of the Forum “Linguistic Anthropology”, dedicated to the current state of language and culture studies in Russia. It is obvious that the transfer of an interdisciplinary field called “Linguistic Anthropology” to Russian science and education is already underway. At the same time, as the discussion shows, a Russian version of this area is organized around several points of attraction: Western literature on language and culture and language and politics, the theory and methods of linguistics, sociolinguistics, conversational analysis and discourse analysis, and the Russian school of еthnolinguistics. An intriguing methodological problem at the intersection of anthropology and linguistics is dealing with the unspoken, the ambiguous and the ironic. The participants in the discussion ask critical questions both of the grounds on which the researcher recognizes gaps and ambiguities, and of the goals of her interlocutors when they indicate that certain meanings cannot be expressed. Reflecting on the analytical potential of the metaphor of translation (another point where language and culture meet), the Forum participants talk about its political underpinnings: translation can both establish hierarchical relationships and create a space for cooperation. The discussion showed that the translation of American linguistic anthropology into Russian academic reality can create a space for dialogue both between disciplines and between researchers from different countries. The union of anthropology and linguistics offers relevant tools that are in demand not only among anthropologists and ethnographers, but also among historians, sociologists and other researchers who seek to understand social reality.
This empirical study focuses on developing learner autonomy amongst PRC scholars who were enrolled in an English bridge course in an institution in Singapore. As PRC students come from a predominantly teacher-centred learning environment, encouraging them to be autonomous learners may be met with resistance. The effectiveness of self access learning (SAL) is considered by examining the Chinese culture of learning, the kinds of activities these students engage in at the Self Access Centre and their views on whether SAL is effective in helping them improve their language.
This study aims at shedding the light on the factors lying behind switching to Hebrew, represented with age, gender, work history and place of residence the phenomenon of code-switching between Hebrew-Arabic among Israeli Arab students at the Arab AmericanUniversity in Palestine. It also studies how code-switching may affect the Palestinian identity of those students. The sample of this study is twofold. The first was conducted quantitatively through randomly selecting 70 Israeli Arabs to answer an 18-itemquestionnaire. The findings were statistically analysed using SSPS, showing the frequencies, values, means and standard deviation which were analysed using content analysis. Also, the reliability of the paper was tested using the Cronbach Alpha formula ofwhich the reliability coefficient was accepted and satisfied at (0.70). The researcher also conducted a qualitative approach through interviewing six students, analysed using conversational discourse analysis. The study revealsthat both age and place of residence were significantly different and affected the choice of Hebrew. Keywords: Code-switching, identity, Israeli Arabs
Indigenous Formal Education in Brazil has benefited from academic production derived from different fields of knowledge. Our aim in this paper is to reflect upon theoretical assumptions that have served as foundation for research projects developed in the area of Applied Linguistics. We start this article presenting a brief history of Indigenous Formal Education in our country, followed by Marilda Cavalcanti’s activities that have shown to be fundamental for the inclusion of this area, particularly in what Indigenous teachers’ education is concerned, as object of investigation in Applied Linguistics. After focusing on public policies and courses geared towards this type of teacher education, we then describe and discuss some of the theoretical framework that has worked as basis for investigation projects put forward by members of the research group “Vozes na Escola”, focusing primarily on the concepts of interculturality and of ethnic and linguistic identity. We close this paper expressing our concerns about the ways public policies destined to Indigenous Peoples have been lately conducted in the country.
Keywords:
Indigenous Formal Education; Indigenous teachers’ education; interculturality; ethnic and linguistic identity.
This research paper sets out to discuss the identity formation and self-presentation of the main character, Arthur, in the Joker film (2019), while focusing on psychological and sociopolitical elements comprising the mental capacity of Arthur (henceforth, the Joker), his social upbringing and childhood trauma, and the corrupt superstructure (i.e., ruling class). The research explores the aforementioned mechanisms that actively participate in the social identity formation of the Joker, starting from his socially unjustified mental illness that affected base structures (i.e., large masses) awareness to ruling class hegemony to glorifying the joker’s personality as a public hero despite the horrendous crimes he committed. In effect, they patronize him as a symbol of resistance and against capitalist discourses and ruling class corruption while disregarding his horrible actions. This research examines the transformation of the Joker’s identity from a comedian to a murderer, showing the norms or matrix of society that helped in the transformation of Joker’s identity ideologically and psychologically. The researcher uses a content analysis of certain scenes depicting the Joker as a hero or a criminal in society.
Background. Few empirical studies have examined practices of how teachers, student support tutors and students encourage student participation in second language (L2) interaction in upper secondary education in Sweden. A better understanding of the interactive support practices of the class participants has the potential to contribute to the development of second language education planning and delivery. The theoretical framework for this study was scaffolding theory which refers to the interactive support and social and educational support resources provided to students.
Aims. The purpose of this study was to examine practices of encouraging student participation in second language interaction from a scaffolding theoretical perspective.
Method. Participant observation and observational field notes of second language interaction conducted in ethnographic fieldwork in second language classrooms in upper secondary education.
Results. The findings demonstrated thirteen central interactive support practices that class participants used to encourage student participation in second language interaction: (1) The teacher question – student answer – teacher comment practice. (2) Teachers instructing students to read loud in class. (3) Teachers and students saying words together. (4) Teachers supporting the vocabulary of the students. (5) Teachers building trust relationships with students. (6) Teachers using positive reinforcement comments. (7) Teachers steering classroom interactions to make it possible for students with limited linguistic resources in Swedish responding slower to be heard.
(8) Teachers providing clues. (9) Student initiatives to participate. (10) Students encouraging other students to participate. (11) Student support tutors encouraging students to participate. (12) Teachers supporting collaboration and collaborative group and pair work by students. (13) Teachers fostering a classroom culture of active participation by students.
Conclusion. Using scaffolding theory, the study advances understanding of scaffolding practices in second language interaction. In the second language interaction, teachers, student support tutors and students acted as facilitators encouraging students to initiate narrative accounts and class participation based on their experiences and competences.
Implications for practice. The findings suggested that initiatives, support and steering by teachers, student support tutors and peer students were necessary to support student participation in second language interaction by enhancing student participation and supportive resources of students.
Keywords: Classroom interaction, Second-language interaction, Encouraging student participation, Swedish as a Second Language.
The effects of working circumstances and intended uses on the transcripts of police interrogations cannot be underestimated. In the Netherlands, police transcripts are usually drawn up in the course of the interrogation by the interrogator or, when two police officers conduct the interrogation, by the reporting officer. Contemporaneous transcription involves the interrogators in a complex configuration of interactional commitments. They have to find a way to coordinate the talk and the typing, they must transcribe the talk of an event they themselves participate in, they must do justice to the suspects' story while also taking into account the intended readership of the police report, and they must produce a document that can serve as an official piece of evidence in the criminal case. In studying recorded police interrogations and their transcripts I realised that my own transcripts are also related to their intended uses and to my working circumstances. My transcriptions are much more detailed than those of the police, which draws the attention to the differences between them. The most noticeable difference is that police transcripts focus on substance and mine on interaction. Police transcripts are meant to be evidence of the offence and mine of the talk. But there are also similarities. Both police transcripts and those of mine are selective. Police transcripts orient to their relevance for building a case, mine orient to their relevance for my research questions. Both police transcripts and those of mine treat the transcript as the talk it is meant to represent. For a criminal case this means that in court suspects are held accountable for what the police wrote down as their statement, which disregards the fact that the police transcript is a coproduction.
p>This research examines nurse-patient communication in the context of cancer care. Four hospital locations where patients with cancer receive in- and out-patient radiotherapy and/or chemotherapy and/or the treatment of associated side effects and symptoms are investigated.
The overall research approach is influenced by ethnomethodology and the study of institutional interaction. Data collection is by semi-participant observation, in-depth interviewing, and audio-tape-recording nurse-patient conversations. Data comprises 56 interviews with 50 participants (n=26 patients, n=22 nurses, and n=2 relatives); 412 hours of observation; and nine nurse-patient conversations (mean length of 29.5 minutes). Analyses are by qualitative content-account analysis and the micro-analysis of talk.
Results cluster around four main themes termed 'relationship', 'helping', 'knowledge' and 'optimism'. These are viewed as institutional 'realities' for participants both constraining and being sustained within nurse-patient talk. Some of the available ethnomethods which construct these institutional 'realities' are identified and illustrated. These ethnomethods take two forms. Institutional and everyday discourses are drawn upon by members to explain and understand participants' actions. Events of talk-in-interaction are the means or ways of doing these features of nurse-patient conversation.
It is concluded that nurse-patient communication examined within this exploratory work is 'comfortable'. It involves the avoidance of potentially different or embarrassing encounters and searching for, displaying and dealing with the relationship, helping, knowledge and optimism. Comfortable conversation is viewed as a locally situated achievement. It is accomplished by the activity and collaborative work of both nurses and patients. Patients' activity and contribution to nurse-patient communication, sometimes neglected or portrayed as passive in previous work, is highlighted.</p
This article aims to show the value of conversation analysis for feminist theory and practice around refusal skills training and date rape prevention. Conversation analysis shows that refusals are complex conversational interactions, incorporating delays, prefaces, palliatives, and accounts. Refusal skills training often ignores and overrides these with its simplistic prescription to 'just say no'. It should not in fact be necessary for a woman to say 'no' in order for her to be understood as refusing sex. We draw on our own data to suggest that young women are able explicitly to articulate a sophisticated awareness of these culturally normative ways of indicating refusal, and we suggest that the insistence upon 'just say no' may be counterproductive insofar as it implies that other ways of doing refusals (e.g. with silences, compliments or even weak acceptances) are open to reasonable doubt. Finally we discuss he implications of our use of conversation analysis for feminist psychology, both in relation to date rape and more generally.
The key task of the creative unions in the Soviet totalitarian regime was to become administrative self-governing institutions of writers, artists, musicians and other intellectual professions. The aim of such institutions was to ensure control of the Communist Party over the creative intelligentsia. In October 1940 the Organizational Committee of the Latvian SSR Union of Writers was founded. Until the First Congress of the Union of Writers, which took place on June 14-16, 1941, the Organizational Committee was led by chairman Jānis Niedre. During this time, several important tasks had to be carried out – new members had to be enrolled, new socialist writings had to be facilitated, the heritage of Latvian literature had to be revised, the political and ideological education of writers had to be provided, etc. In autumn 1940, the Communist Party and Soviet authorities had worked out a strategically farsighted tactic in relation to the enrolment of writers into the Union of Writers. It was stipulated that talented, well-known writers should be enrolled, so that their talent would be used and adjusted according to the principles of the new ideology. In the so-called Year of Terror it was planned to issue a new schoolbook on the history of Soviet Latvian literature and to revise the pre-Soviet literary heritage of Latvia, in order to gather works that could be submitted to Moscow for translation into Russian and other languages of the socialist republics. However, this intention was not achieved, since Latvians lacked works that were written in the aesthetics of Socialist Realism and which revealed the life of the proletariat in the new circumstances of the Soviet Union. The plans were also put on hold by active warfare in the territory of Latvia. When the First Congress of the Union of Writers approached, an increasing ideological pressure was exerted on writers. One example was playwright Mārtiņš Zīverts, who the Soviet authorities had planned to involve in both writing the first Soviet play and the work of the Union of Writers, as well as in the further development of Socialist Realism. In the early years of the Union of Writers, Jānis Niedre was a crucial employee, since he had several responsible positions in the nomenclature of the Communist Party and he led the work of the Union of Writers. Due to his activity and loyalty to the Communist Party, the Latvian Union of Soviet Writers was the first of the so-called creative unions that was established in the first year of the Soviet occupation and not after World War II like the rest of the creative unions of the Latvian SSR.
Keywords: Latvian SSR, Union of Writers, sovietisation, ideologization of literature, cultural politics, archival research
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