Dialogic Discourse Research Articles

Conteúdos de ensino na disciplina de língua portuguesa: o embate entre o discurso da tradição e o discurso da mudança

Este artigo apresenta uma análise de enunciados de licenciandos em Letras de um curso de Licenciatura Letras-Português-EaD de uma universidade pública federal do sul do Brasil no que se refere às concepções de conteúdos de ensino e aprendizagem na disciplina de língua portuguesa. A fundamentação teórico-metodológica insere-se na Análise Dialógica do Discurso do Círculo de Bakhtin. Os dados da pesquisa compõem-se de: 106 fóruns de discussão; 59 enunciados de atividades avaliativas, postados no ambiente virtual de ensino e aprendizagem no período de 2007 a 2011; e dados gerados por meio de um questionário, respondido por 61 licenciandos nos seus respectivos polos de apoio de ensino presencial. A análise aponta para um embate entre o discurso da tradição no ensino de língua portuguesa e o discurso da mudança.

Gifted Conversations

Despite the attested association between giftedness and high verbal abilities, and despite the central role attributed to classroom discourse analysis in educational research, discourse in gifted classes has not received due scholarly attention. This study takes a first step toward filling this gap. This study offers a microanalysis of a corpus of recorded and transcribed interactions from classes of gifted students in the Commonwealth of Virginia. This study focuses on student initiations and on the ways teachers handle these initiations. It is argued that the preponderance of student initiations in the classes observed sets a fertile ground for dialogic discourse to develop. However, student initiations do not guarantee the emergence of dialogic discourse, since teachers sometimes employ instructional practices that hinder its emergence.

SEMANTIC peculiarities OF PROVERBS AND SAYINGS ABOUT flattery

This article reveals a social opposition in notions “ flattery - sincerity” from linguistic, moral, logic, ethics and psychology point of view. The basic differences between proverbs and sayings have also been pointed out. The author of the work dwells on language statements and underlines that they can be considered from diametrically opposite from sense and logic point of view, as it depends on previous experience of individual of interaction and other individual peculiarities of perception and reflection of information. Purpose - to determine sociolinguistic principles of flattery. Methodology - there is a basic scientific method of investigation that is called a theretico-deductive method. The methods of contextual and functional analysis have been also used. Results etymological analysis of language personality of flatterer has shown its negative sides. Practical implications It is possible for us to use the results in courses of theory cross-cultural communication, theory and practice of translation, speech culture and speech etiquette, theory and interpretation of dialogic discourse.

FIGURATIVENESS AND ITS REALIZATRION IN PROVERBS AND SAYINGS ABOUT FLATTERY

This article reveals specificity of mentality of Russian and English folk on the example of proverbs and sayings. The basic differences between proverbs and sayings have also been pointed out. The author of the work dwells on language statements and underlines that they can be considered from diametrically opposite from sense and logic point of view, as it depends on previous experience of individual of interaction and other individual peculiarities of perception and reflection of information. Purpose - to determine sociolinguistic principles of flattery. Methodology - there is a basic scientific method of investigation that is called a theretico-deductive method. The methods of contextual and functional analysis have been also used. Results etymological analysis of language personality of flatterer has shown its negative sides. Practical implications It is possible for us to use the results in courses of theory cross-cultural communication, theory and practice of translation, speech culture and speech etiquette, theory and interpretation of dialogic discourse.

Developing learning environments which support early algebraic reasoning: a case from a New Zealand primary classroom

Current reforms in mathematics education advocate the development of mathematical learning communities in which students have opportunities to engage in mathematical discourse and classroom practices which underlie algebraic reasoning. This article specifically addresses the pedagogical actions teachers take which structure student engagement in dialogical discourse and activity which facilitates early algebraic reasoning. Using videotaped recordings of classroom observations, the teacher and researcher collaboratively examined the classroom practices and modified the participatory practices to develop a learning environment which supported early algebraic reasoning. Facilitating change in the classroom environment was a lengthy process which required consistent and ongoing attention initially to the social norms and then to the socio-mathematical norms. Specific pedagogical actions such as the use of specifically designed tasks, materials and representations and a constant press for justification and generalisation were required to support students to link their numerical understandings to algebraic reasoning.

Global citizenship as education for peacebuilding in a divided society: structural and contextual constraints on the development of critical dialogic discourse in schools

In post-conflict and divided societies, global citizenship education has been described as a central element of peacebuilding education, whereby critical pedagogy is seen as a tool to advance students’ thinking, transform their views and promote democratic behaviours. The present study investigates understandings of and attitudes to global citizenship and the challenges faced in its implementation. Teacher interviews highlight lack of time and resources for critical reflection and dialogue. Where opportunities for relevant training are provided, this can benefit critical engagement. Boundaries of educational systems and structures also influence pupils’ understandings of the issues as evidenced in questionnaire findings. We argue that critical pedagogies may be limited unless criticality and activism transcend local and global issues and are applied to schools themselves. Emotional engagement may be required for teachers to claim the space to critically reflect and share with colleagues within and beyond their sectors in order to enable critical discourse amongst pupils.

Mirror Up to KM Paradoxes and Strategy Paradoxes: An Exploratory Account (Extending and Refining the Theory Based Framework of Schultze and Stabell: Discourses, Contradictions in KM Research)

Objectives: 1. To explore, extend and refine the theory based framework of Schultze and Stabell discourses, and contradictions in KM research. 2. To discuss double edged nature of knowledge by highlighting different assumptions about knowledge and its management. 3. To discuss strategy paradoxes as additional contradictions in the domain of KM research. 4. To elaborate further specifically dialogic discourse and constructivist discourse. Methodology: Using the examples of Pakistani organization and International cases for exploring paradoxes in the land of KM and strategic management, the relevant literature has been explored from strategic management and knowledge management. For Pakistani organizations insights are taken from Brand Elections 2010 and for multinational organizations, the examples of short cases are taken from the book. Strategy: Process, Content, Context – An international perspective. The 3D view of strategy (strategy process, strategy content, strategy context) along with the exploration of different paradoxes lying in 3D view of strategy (strategy process, strategy content, strategy context) with reference to KM has been presented. Suggestions have been made to extend and further refine the theory based model of Schultze and Stabell as the direction for future research.

"Redeemed from the Curse Placed upon Her": Dialogic Discourse on Eve in the Woman’s Exponent

"Redeemed from the Curse Placed upon Her": Dialogic Discourse on Eve in the <i>Woman’s Exponent</i>

Crossing into the Cultural Other: A Dialogic Reading Strategy

Drawing on the theories of Homi Bhabha and Tzvetan Todorov, this article explores the difficulties facing Western writers of fiction in relation to their participation in postcolonial discourse. This essay suggests that many writers in the West are limited by a lack of hybridity to a space outside of dialogic discourse and as a consequence find themselves restricted in their engagement with cultural alterity to an endless loop of self-reference or to the appropriation of otherness. The article, however, goes on to argue that textual dialogism can provide an avenue for the negotiation of difference for the reader: a conversational space within which both sides can speak and be heard without crossing the line into cultural appropriation. I suggest that this can take place by means of a cross-culturally dialogic reading strategy in which the consciousness of the reader through the internal and socially-contextualised experience of culturally divergent voices is able to share a common literary space. The applicability of dialogism as a reading strategy will be considered in relation to two texts, Inez Baranay’s Australian novel, The Edge of Bali , and Gerson Poyk’s Indonesian short story, “Kuta, here my love flickers brightly,” both of which explore fictional encounters between Australian female tourists and Indonesian men.

Protocolos teatrais verbo-visuais: produção de sentidos para a prática teatral universitária

Este texto, resultante de uma pesquisa de pós-doutorado, apresenta reflexões sobre a produção de sentidos para as aulas de teatro no ensino superior, a partir de protocolos de aula produzidos por acadêmicos discentes, e realizados sob a condição da verbo-visualidade. A partir da Análise Dialógica do Discurso, pautada nas contribuições teóricas de Bakhtin e o Círculo, é possível olhar para os discursos verbo-visuais dos alunos sobre suas aulas práticas, dialogando com os diferentes sentidos para os quais apontam.

A arquitetônica de Luna Clara e Apolo Onze: uma reflexão metalinguística

Este artigo propõe uma reflexão metalinguística acerca do percurso metodológico de que resultou a pesquisa de mestrado intitulada Luna Clara e Apolo Onze: uma organização criativa de vozes, que descreve a arquitetônica autoral da obra. Mais especificamente, pretende-se mostrar como, a partir dos princípios da análise dialógica do discurso, e de um exame preliminar do corpus - o livro de Adriana Falcão, Luna Clara e Apolo Onze, a pesquisadora desenvolveu uma maneira específica de descrever a arquitetônica deste que é um texto verbal que integra recursos visuais. Pretende ainda refletir acerca de como, no âmbito da concepção dialógica, se pode construir um objeto de estudo, e uma maneira de estudá-lo, partindo da observação de um fenômeno como um livro e de seu exame mediante conceitos compatíveis com esse objeto, em vez de aplicar categorias prontas.

Church-based ESL program as a figured world: Immigrant adult learners, language, identity, power

Drawing on the theoretical perspectives of figured worlds (Holland, Lachicotte, Skinner, & Cain, 1998), dialogic discourse (Bakhtin, 1981), and a poststructuralist approach to language, this three-year ethnographic study explores the ways in which artifacts and classroom discourse of a church-based ESL program in a Southeastern U.S. city facilitate or constrain the immigrant adult learners’ participation. This study indicates that the church-based ESL program is a Christian figured world that is not natural but nurtured and naturalized. This program serves as a linguistic, cultural, and community broker to help the adult learners with learning English and socialization, whereas Christian principles, norms, and values are imposed on the adult learners. This can lead to some learners’ resistance or non-participation. The church-based ESL program is therefore a missionary tool to proselytize. Learning English in this Christian figured world is a process of being, self-assigned or other-assigned identity transformation.

The Colloquium as a Pedagogy of Dialogue

A pedagogy of dialogue can facilitate student civic engagement and critical self-reflection into divisive social issues. Although several scholars theorize and support this claim, few describe their practices for teaching students how to become agents of social change in their everyday lives through dialogic public discourse. This paper describes the context and methods used to foster students’ understandings of divergent points of view during a winter intersession colloquium that was affiliated with a campus and community lecture series at a women's liberal arts college.

Pre-service Biology Teachers’ Professional Teaching Ability focusing on Dialogic Discourse

Pre-service Biology Teachers’ Professional Teaching Ability focusing on Dialogic Discourse

LAS COMUNIDADES DE SOFTWARE LIBRE DE COSTA RICA

Se han investigado las comunidades de software libre de Costa Rica entre 2006 y 2008. Mediante la triangulación metodológica de los datos obtenidos a través de una encuesta electrónica, varias entrevistas y la observación participante, se ha analizado su estructura y funcionamiento desde el concepto “comunidad virtual”. Son comunidades de conocimiento, compuestas por usuarios estratégicos, quienes practican cierto elitismo y un discurso socrático.

Tennyson's Maud (1855) and the "unmeaning of names": Geology, Language Theory, and Dialogics

Tennyson's Maud (1855) and the "unmeaning of names":Geology, Language Theory, and Dialogics Michelle Geric (bio) Tennyson's Maud (1855) has had a chequered critical reception with many contemporary critics regarding the poem as odd, disturbing, and even offensive. Reactions to the poem point to how Maud has a way of drawing its readers into a dialogue that, it seems, they neither anticipate, nor very often welcome. Modern critics have also been quick to recognized Maud's variance, and responses to the poem have been rich and diverse. This essay attempts the beginnings of a Bakhtinian reading of Maud, arguing that the poem is dialogic on a number of levels.1 Crucially, however, Maud is also read here as one of Tennyson's most geologically influenced texts, as not only does the poem's dramatic action rest on a vivid geological tropology, its linguistic structure is also geologically oriented. What I hope to show is that the dialogic and geological levels of the poem are intimately interrelated and that Maud's dialogism is the product of a subtle extrapolation of contemporary geological science across the fields of language theory, an extrapolation that profoundly disrupts conventional mid-nineteenth-century perceptions of language as Adamic and teleological. The key players in Tennyson's thinking here are the geologist Charles Lyell and the prominent polymath and philosopher of science William Whewell. Lyell's Principles of Geology (1830-33) has long been considered highly significant in Tennyson's poetic thinking, and the poet's knowledge of Lyell's text is well documented.2 However, Lyellian geology is nearly always read in conjunction with In Memoriam (1851), while its significance for Maud is almost wholly overlooked. Conventional criticism sees Lyell's Principles as contributing to a general mid-Victorian crisis in religious faith and more specifically as the primary source for In Memoriam's anxiety and religious doubt.3 However, as Isobel Armstrong demonstrates, the challenge that Lyellian geology presented, both [End Page 37] to Tennyson and to mid-Victorian culture generally, was much more subtle and insidious and had to do with the deep significance that Lyell's geological methodology had for the emerging science of linguistics.4 Tennyson's understanding of the cultural impact of Lyell's text can only be fully appreciated when linked to his knowledge of William Whewell's theologically orientated discourses on Victorian science, as Whewell's texts served as sites of intersection where debates in geology and language theory were tested out in terms of their adherence to Whewell's sophisticated, albeit idiosyncratic, conservative orthodoxy.5 Among the other discourses that echo in Maud, Robert Chambers' provocative Vestiges of the Natural History of Creation (1844) and Richard Chenevix Trench's "intensely reactionary work" On the Study of Words (1851) are perhaps the most noteworthy (Armstrong, p. 256). Armstrong alerts readers to the profound significance of both Lyell's and Trench's thinking for the dynamics of In Memoriam. By extending Armstrong's discussions to Maud, the poem can be read in terms of contemporary debates on the origin of language, debates that were, in the case of Whewell and Chambers, fittingly embedded within geological discourses. Implicit in this dialogic reading is the rejection of a unidirectional model of textual influence. Maud is not read as merely affected by geological theories, but as a text that performs a moment of exchange between debates and discourses. Dialogic discourse, as Michael Macovski asserts in his valuable volume of collected essays on Bakhtinian interpretation, "includes not only the interchange of voices within texts, but interchange between texts as well—across discourses separated 'in time and space.'"6 Just as Maud draws readers past and present into an often argumentative dialogue, it re-energizes with each reading the convergence of intertextual enquiries, debates, and rejoinders. The aesthetic form is the conduit of meaning; it permits play between utterance and reply and allows for the continual production and re-production of meaning. Therefore, to speak of Maud as influenced by debates in geology or linguistics is to miss the crucial role the poem plays in conferring meaning on these texts by giving them cultural context. It is not only that Maud offers the...

Concession and reassertion: on a dialogic discourse pattern in conversation

AbstractThis is a study of a concessive discourse pattern in which the speaker first makes an assertion, then backs down from it, and eventually recycles the original standpoint. This practice bears a strong resemblance to show concessions which Antaki and Wetherell (1999) identify as typical of ideological debate. Our data are from Swedish conversations in everyday as well as institutional settings. We argue thus that the practice of conceding and reasserting does not limit itself to specific rhetoric purposes but is a generally available device for reasoning and argumentation in conversation. The practice enhances intersubjectivity in interaction by acknowledging other viewpoints, signaling reciprocity between the participants, and contributing to preference for agreement. We account for the dialogic nature of this concessive pattern by analyzing first same-speaker produced and then other-induced concessions. We also consider the relation of the concession–reassertion format to other concessive practices.

Hospital Publications: Is This My Link to a Healthier Life?

Hospitals use newsletters to reach their patient base. Within these newsletters, health narratives are communicated to inspire community members to choose that hospital for their health needs. Because health narratives inform our understanding of health care delivery, I employ Bakhtin's (1984) ideas on monologic and dialogic discourse to analyze newsletters published by a major hospital network. Results indicate a monologic rather than dialogic discourse, which excludes patient's unique experiences, advances normalization of medicine, and perpetuates hierarchical power dynamics. In summary, this study suggests practical implications for practitioners producing health knowledge for consumers of health information.

О "либеральном мейнстриме" и культурном консерватизме

In his reflection on the issues raised in Mark Lipovetsky's essay, Maxim Waldstein expresses his overall solidarity with Lipovetsky's genealogy of the current discourse of the Russian intellectual establishment and proposes a sketch of his own contribution to this project: the study of the antinomies of intellectual nonconformism and cultural conservatism in the works of the Tartu semioticians and Sergei Averintsev. Furthermore, based on his critical assessment of Lipovetsky's methodology, Waldstein proposes a strategy for how the dialogic interrogation of the key assumptions of contemporary Russian (liberal) mainstream may proceed. Waldstein agrees with Lipovetsky that the currently dominant intellectual discourse in Russia, even as rep­resented by politically liberal intellectuals, is often plagued by ingrained elitism, xenophobia, and cultural conservatism. In part, this observation accounts for widespread suspiciousness toward Western trends such as feminism and for the inability of the Russian "liberal mainstream" to resist currently rising official neotraditionalism. Historically, this discourse goes back not only to the scientific modernism of the 1960s ITR intellectuals, which is Lipovetsky's prime focus, but also to the cult of (high) culture, professed by iconic late Soviet humanists such as Yuri Lotman and Sergei Averintsev. Originally (and tacitly) aimed at protecting cultural and intellectual creativity from the Soviet state's encroachments on its autonomy, Lotman's and Averintsev's cultural studies grew increasingly antagonistic toward the analogous intellectual trends in the West because of their alleged implications of cultural amnesia and permissiveness. As Waldstein shows by analyzing Lotman's and Averintsev's reflections on the nature of (artistic) play and humor, these authors combined the conservative rejection of any transgression with respect to the culturally normative and the cult of transgression in "high art," classical literature, the artist's personal self-fashioning or antitotalitarian humor. Originally embedded in the social strategies of intellectual and personal self-fashioning under the totalitarian regime, this intellectual position has outlived the Soviet regime and continues to serve as a paradigm for the contemporary liberal mainstream, but has lost much of its nonconformist and antiauthoritarian potential. In the context of today's Russia, this perspective implies limiting playful and humoristic creativity to the enclosed social enclaves of the intellectuals' inner circle while leaving the public sphere to official neotraditionalism. In his critical assessment of Lipovetsky's project, Waldstein points to its residual essentialism and teleology. In addition to traditional genealogy, or the search for roots and origins, he advocates more consistently embracing the Foucauldian project of "genealogy," aimed at fragmenting the unified and discovering heterogeneity in what seems to be consistent with itself. In practice, this means not only engaging seriously with the late twentieth-century Western reflexivity toward the project of the Enlightenment but also recovering and bringing into the conversations the "native" critical resources. As examples of such resources, Waldstein cites the less understood and valued ideas of Yuri Lotman. The expected outcome of such engagements is the renegotiation of the key assumptions of Russia's current academic and intellectual discourse and reinvigoration of the public dialogue.

Linguagem e memória como forma de poder e resistência

São examinadas diferentes situações de discurso onde se identificam marcas de transformações históricas da nossa sociedade: na incongruência entre entonação e sentido, na ausência de elo e de sequência na interlocução e na indiferenciação entre posições enunciativas. Tais transformações apontam para uma nova forma de poder designada como totalitária não-autoritária que opera através do apagamento da singularidade do sujeito e da promoção de uma memória indiferente. A abordagem construída para o exame e a interpretação das referidas situações baseia-se na análise dialógica do discurso e na teoria enunciativa, completadas por conceitos da filosofia contemporânea.