Abstract
From the perspective of interpretive sociolinguistics, this paper offers a stylistic assessment of dialogic incongruity in Scott Momaday’s play The Indolent Boys. The mismatches between utterances and the discursive context reflect the protagonist’s psychosocial fragmentation attributable to the consequences of forced assimilation. Employing an expanded ethnography-of-speaking approach which incorporates sociocultural as well as psychological meanings of the text, the analysis of selected conversational exchanges reveals the continued significant role mythic texts play in recovering and strengthening Native identities.
 
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Highlights
Drawing on the methods of interpretive sociolinguistics, this paper presents a stylistic analysis of the protagonist’s psychosocial predicament by applying an expanded ethnography of speaking which allows for the consideration of sociocultural and psychological meanings of a text
Though Christian denominations had sponsored similar institutions since colonial times, the concept of government-run boarding schools for American Indians was the brainchild of Richard Henry Pratt, a veteran of the Indian Wars, who had been assigned to guard Indian prisoners of war at Fort Marion, Florida
With the help of volunteer teachers, he experimented with the instruction of basic English, art, and craftsmanship to his charges and convinced federal authorities in 1879 to establish the Carlisle Indian Industrial School at Carlisle, Pennsylvania, the first government institution dedicated solely to the education of children from Indian reservations
Summary
Guillermo Bartelt DIALOGIC INCONGRUITY IN THE INDOLENT BOYS institutions, embodied by the main character, John Pai. Drawing on the methods of interpretive sociolinguistics, this paper presents a stylistic analysis of the protagonist’s psychosocial predicament by applying an expanded ethnography of speaking which allows for the consideration of sociocultural and psychological meanings of a text
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