Colloquia - British Association for Applied Linguistics

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BAAL Conference 2004 37 th Annual BAAL Meeting but that more equal partnerships can develop over time (Davison 2003), though related issues persist (Davison and Williams 2001) and the area is generally under-researched and under-theorised (Creese et al. 2003). Evidence from a three year study of classroom-based assessment of EAL in the Midlands and West of England suggests that full Partnership Teaching is rare, though Collaborative Teaching is increasing. For example, the language support teacher may lead the class for the language segment of the literacy hour, or alternate responsibility for the whole literacy hour. Occasionally both teachers are centre-stage, and Partnership Talk, where two teachers, together, teach the class, is possible. Drawing on Christie's development of Bernstein's regulative and instructional registers in curriculum genres (Christie 1997), this paper analyses part of a social studies lesson where the language support teacher moves from a silent, scribing role, through responding, then nomination and feedback moves in the regulative register, to finally initiating content and directing beautifully choreographed action centre-stage in the instructional register. This analysis forms the basis of a proposed continuum from Support Talk through Collaborative Talk to Partnership Talk. Though Partnership Teaching arguably need not be enacted in the classroom (Bourne, 1997:83), analysis of teacher-teacher classroom talk is an essential component of understanding language support relationships. [299 words] References Arkoudis, S. (2003). Teaching English as a Second Language in science classes: Incommensurate epistemologies? Language and Education17/3:161-173. Bourne, J. and J. McPake.(1991). Partnership Teaching: co-operative teaching strategies for language support in multi-lingual classrooms. London: HMSO. Bourne, J.(1997). The continuing revolution:‟Teaching as learning in the mainstream multilingual classroom‟. In C. Leung and C. Cable (eds) English as an Additional Language: Changing Perspectives. York: NALDIC. Christie, F.(1997). Curriculum macrogenres as initiation into a culture. In F. Christie and J.R. Martin (Eds) Genres and Institutions:Social Processes in the Workplace and School. London: Continuum. Creese, A.(2000). „The role of language specialists in disciplinary teaching: In search of a subject?‟ Journal of Multilingual and Multicultural Development 21/6:451-470. Creese, A.(2002). EAL and ethnicity issues in teacher professional and institutional discourses. In Leung, C. (ed.) Language and Additional/Second Language Issues for School Education: a reader for teachers. York: NALDIC. Creese, A., S. Arkoudis, C. Davison, S. Gardner and N. Hornberger (2003). Teacher Teacher Talk: The Discourses of Collaborating Teachers. Colloquium at the Language, Education and Diversity Conference, University of Waikato, New Zealand. Davison, C. (2003). Collaboration between ESL and content teachers: A developmental continuum. Paper presented at the Language, Education and Diversity Conference, University of Waikato, New Zealand. Davison, C. and A. Williams.(2001). Integrating language and content: Unresolved issues. In B. Mohan, C. Leung and C. Davison (eds) English as a second language in the mainstream: Teaching, learning and identity. pp. 71-90. Harlow: Longman. Face and Gender: the Significance of Negative Face in Iranian Women‟s Social Identity Amer Gheitury Mostafa Hasrati Department of English, Razi University, Kermanshah, Iran gheitury@yahoo.com hasrati@yahoo.co.u A main feature of recent scholarly work on language is its focus on identity, or the self, as a social construct, or more particularly as a discursive product (Fairclough 1992; Ivanic 1998). One way of viewing the self as a social construct is through the notion „face‟, i.e. “the positive social value a person effectively claims for himself (sic) by the line others assume he (sic) has taken during a particular contact” (Goffman 1967, p. 5). Building upon Goffman‟s notion of „face‟ as a social construct and the Brown and Levinson‟s (1987) politeness theory and particularly their claim to universality of „face‟, the present study is an endeavour to investigate the ways in which Iranian women‟s identity, or face wants, affect their linguistic interaction with the members of the opposite sex. This study was conducted in a case study format and the data thus obtained was analysed using QSR.NUDIST software. The subjects were seven women working in Iranian governmental offices whose daily interactions with their male and female customers were carefully observed over a two week period. Some follow up interviews have been conducted with the participants, and more King‟s College, London 9 – 11 th - 12 - September, 2004
BAAL Conference 2004 37 th Annual BAAL Meeting interviews are scheduled to be conducted. The preliminary results indicate that Iranian women show a systematic awareness of the significance of their face wants in constructing their identity as „Iranian women‟. Nevertheless, this negative face is not entirely socially motivated and is not likely to be explicable in accord with Brown and Levinson‟s politeness theory which is often postulated as universal. References Brown, P. and Levinson, S.C. (1987). Politeness: Some Universals in Language Usage. Cambridge: Cambridge University Press. Fairclough, N. (1992). Critical Language Awareness. London and New York: Longman. Goffman, E. (1967). Interaction Ritual: Essays on Face-to-Face Behaviour. New York: Anchor Books. Ivanic, R. (1998). Writing and Identity: The Discoursal Construction of Identity in Academic Writing. Philadelphia: John Benjamin Publishing Co. Revisiting the debate on interruptions: from measurement to classification in the annotation of data for cross-cultural research Marie-Noëlle Guillot School of Language, Linguistics and Translation Studies, University of East Anglia m.guillot@uea.ac.uk This paper will take up the debate about the measurement of interruptions in talk-in-interaction and revisits methodological issues associated with the annotation of corpora. In a study investigating two measurements of interruptions - West and Zimmerman‟s (1983) syntactic measurement and Murray‟s (1985) context-sensitive measurement - Okamato et al. (2002) show that both types by and large capture the same underlying constructs. While they identify subtle variations likely to affect some (meaning-based) studies, they conclude that, at least as far as the coding of very large data is concerned, researchers can be reassured by these results. Their enquiry, in other words, (largely) validates West and Zimmerman‟s frequently disputed but simpler and more objectively reliable measurement method for the coding of large corpora. The extent to which what West and Zimmerman propose is inclusive enough is not queried per se in Okamoto et al. There may be grounds for doing so. The intention of this paper, however, is not to challenge Okamoto et al.‟s findings, nor to dispute the attributes of West and Zimmerman‟s system (ease of application, cross-coding reliability), other than to (re)illustrate still largely unresolved issues about the identification of interruptions. Its main concern is to harness the debate to the related issue of categorisation, in its application to the annotation of medium-size multilingual data for cross-cultural analysis. The discussion will be informed by pilot work which has involved annotating a corpus of multi-party confrontational interactions in NS French and NS English, and has drawn on Goldberg‟s 1990 model for differentiating between interruption types (affiliative) relationally neutral interruptions and (non-affiliative) relationally loaded rapport and power interruptions. It will review issues from the conflicting points of view of Conversation Analysis and corpus annotation, and reveal concerns peculiar to this type of study with significant implications for research. Language Brokering among Young Children: Case Studies of Mandarin-speaking Families Zhiyan Guo Institute of Education, Manchester Metropolitan University J.Guo@mmu.ac.uk Many people seem to assume that parents play an important role in children‟s language development. However, it seems that fewer research offers the insights into how the children help to develop the parents‟ language, particularly second or foreign language. In reality, children in new arrival immigrant families, with access to the mainstream schooling, may grasp the knowledge of the English language more quickly than their parents. As a consequence, children, consciously or not, mediate the language to their parents and promote their parents‟ language learning. This mediation has been increasingly termed as brokering. The current study is part of a PhD project on the cultural brokering among young children in Mandarinspeaking community. In cultural brokering, language brokering could be one of the main categories. However, language brokering may happen not merely in significant events such as seeing doctors or being at the bank, but also in more routine activities in daily life such as telling stories, preparing children to a school activity. Adopting an ethnographic approach, the study bases the data production upon the daily activities in which language learning may occur between children and parents. By means of providing notebooks and cassette recorders to children and parents, some information flowing processes are captured. I also found that many linguistic items were actually brokered by the King‟s College, London 9 – 11 th - 13 - September, 2004
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