Discourse Analysis and Narrative

Johnstone, Barbara

doi:10.1002/9780470753460.ch33

Cited by 78 publications

(112 citation statements)

References 66 publications

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“…Teachers and their identities are gaining much more prominence in TE today (Vásquez 2011), and in particular, we examine the discourse of communities of STs and their identity construction via electronic communication in our study, because identities unfold during discursive practices (see Haugh 2008). In fact, 'how people perform, ascribe and resist identity, and how what it means to 'have an identity' is produced in talk and texts of all kinds' (Benwell and Stokoe 2004: 4), and we would therefore like to acknowledge the importance of discourse for the projection of identities, as it allows people to shape, reshape and make sense of their identities (Johnstone 2008). Accordingly, Haugh (2008) makes reference to the communication theory of identity (see also Hecht, Warren, Jung and Krieger 2005) which is based on the premise that identities are not independent of discourse, but are realised via discursive practices.…”

Section: Identity Constructionmentioning

confidence: 99%

Tracing the reflective practices of student teachers in online modes

Farr

Riordan

2014

ReCALL

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During the course of pre and in-service education programmes reflection can happen in a number of ways, for example: reflective journals, personal stories and pair/group co-operative discussions; professional development portfolios; and blogs and electronic portfolios. The aim of this paper is to examine various technologies such as online chat, discussion forums and blogs, in terms of their suitability and affordances as reflective media. It begins by examining positional survey data gathered from student teachers (STs) who have used these social media over a period of time.Following this it focuses on one of the desired outcomes of Reflective Practice (RP), the construction of a teacher identity as part of the process of becoming a professional. The construction of identity through the mediational tool of language used across these modes is examined through a corpus linguistics lens. Collections of language produced around RP activities are analysed as a corpus in quantitative and qualitative ways. These complementary sources of data in a mixed-methods approach provide some insights into the technologies and their potentials in a Language Teacher Education (LTE) context. To this end, our findings suggest that blogs, in particular, foster narration, RP and the expression of identities, while chat and forums promote emotional and affective engagement, all of which can be useful to STs at the initial and continuing stages of their career.

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Section: Identity Constructionmentioning

confidence: 99%

Tracing the reflective practices of student teachers in online modes

Farr

Riordan

2014

ReCALL

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“…Its tools of analysis, which draw from semantics, rhetoric and narrative theory, offer a means of traction for considering discourse at the level of the text (Jäger, 2001;Wetherell et al, 2001;Renkema, 2004;Johnstone, 2008). Such tools enable us to consider the precise way in which concepts are articulated such that they can form a logic through inclusions and points of closure and exclusion (Dijk, 2001).…”

Section: Theoretical and Methodological Premisesmentioning

confidence: 99%

“…This creates an apparently logical and sufficient story of what adaptation is, leaving no explicit space for a critical reading. This initial 'shaping' narrative (Johnstone, 2008) makes the more detailed account of adaptation that follows easier to accept for the reader, because it appeals to this already established logic in order to appear comprehensive and concrete.…”

Section: The Problematization Of Adaptationmentioning

confidence: 99%

The discourse of adaptation to climate change and the UK Climate Impacts Programme: De-scribing the problematization of adaptation

Oppermann

2011

Climate and Development

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Discourse describes our reality, at once depicting and delimiting our understanding of the world and our place in it. Discourse can also be de-scribed; the script unpicked to reveal the contingency of what it includes and excludes. The discourse of adaptation to climate change is one such description. This article uses critical discourse analysis to describe and de-scribe the discourse of adaptation as (re)produced through one UK Climate Impacts Programme report. It identifies within the report a core, techno-scientific problematization of adaptation and a series of supplementary moments that are in ontological and epistemological tension with the core problematization, particularly regarding the conceptualization of knowledge and uncertainty, actors and agency, and the practices and politics that are understood to constitute adaptation. This tension is used to de-scribe the discourse; the supplementary moments highlight the limits of the core problematization, revealing points of extension or departure for the discourse. This is particularly apparent when these moments are articulated together into a supplementary, socio-systemic problematization. This demonstrates significant conceptual resonances with systems and complexity-based accounts of adaptation, including the discourse of sustainable adaptation, all of which offer further discursive resources for the extension or replacement of the discourse as produced in the report.

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“…The formula we developed to analyze the messages was based on discourse analysis. Discourse analysis allows us to understand how individuals use messages to coordinate and interact with each other during events (Johnstone, 2008;Paltridge, 1998). The analysis of discourse created by MMOG players employed speech act principles such as turn-taking (Sacks et al, 1974), conversational contribution (Grice, 1975), directives (Gordon & Lakoff, 1971), and requests (Labov & Fanshel, 1977).…”

Section: Interpretive Frameworkmentioning

confidence: 99%

Detecting Covert Networks in Multilingual Groups: Evidence within a Virtual World

Triplet¹,

Harrison²,

Mennecke³

et al. 2016

JVWR

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This paper introduces an approach for the examination and organization of unstructured text to identify relationships between networks of individuals. This approach uses discourse analysis to identify information providers and recipients and determines the structure of covert organizations irrespective of the language that facilitate conversations between members. Then, this method applies social network analytics to determine the arrangement of a covert organization without any a priori knowledge of the network structure. This approach is tested and validated using communication data collected in a virtual world setting. Our analysis indicates that the proposed framework successfully detected the covert structure of three information networks, and their cliques, within an online gaming community during a simulation of a large-scale event.

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Discourse Analysis and Narrative

Cited by 78 publications

References 66 publications

Tracing the reflective practices of student teachers in online modes

Tracing the reflective practices of student teachers in online modes

The discourse of adaptation to climate change and the UK Climate Impacts Programme: De-scribing the problematization of adaptation

Detecting Covert Networks in Multilingual Groups: Evidence within a Virtual World

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