Énonciation

Johansson, Marjut; Suomela-Salmi, Eija

doi:10.1075/hoph.8.05mar

Cited by 17 publications

(2 citation statements)

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“…In short, when analyzing what the teacher educators say about Minzu teacherhood in the different sets of data, we focus on: (1) How they construct their discourse and (2) how they negotiate the discourse with others (intersubjectivity). Various linguistic elements were used to analyze enunciation: Deictics (markers of person, time, and space such as personal pronouns, adverbs, and verbs), which allow speakers to “stage themselves or make themselves manifest in utterances, or on the other hand may decide to distance themselves from it, leaving no explicit signs of their presence or manifesting their attitude in utterances” (Johansson & Suomela‐Salmi, 2011, p. 94); utterance modalities, which can reveal the attitude of the speaker toward what they are saying (adverbs, shifters, etc.). As far as dialogism is concerned, Roulet (2011, p. 209) tells us that there is constant interplay between multiple voices in discourse and society; any discourse is always associated with former discourses and voices; any discourse is always a reaction to previous discourses and thus enters into dialogue with these discourses; and other persons are, thus, always present in what people say.…”

Section: Context Of the Study Data Collection And Analytical Frameworkmentioning

confidence: 99%

Defining and preparing for diversity teacherhood—Chinese Minzu (“ethnic”) teacher education as an example

Chen,

Dervin

2023

Future in Educational Research

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This qualitative study examines how teacher educators in Northwest China conceive of teacherhood and teacher preparation for working with diverse “Minzu” (“ethnic”) students. Based on multiple dataset collected among teacher educators, findings reveal that Minzu teacherhood was polysemic and complex. In their descriptions of how they prepare preservice teachers, the teacher educators presented, for example, aspects of learning to respect students, learning to remove prejudice, and focusing on individuality. These elements show some similarities between Minzu teacher education and, for example, (“Western”) multicultural/intercultural (teacher) education. However, because of the socioeconomic–political specificities of the Chinese context, many elements differed. There are clear signs that effective and consistent measures have been invested in and developed by the teacher educators. The authors argue that global scholarship on diversity in teacher education could be inspired by Chinese Minzu teacher education.

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Section: Context Of the Study Data Collection And Analytical Frameworkmentioning

confidence: 99%

Defining and preparing for diversity teacherhood—Chinese Minzu (“ethnic”) teacher education as an example

Chen,

Dervin

2023

Future in Educational Research

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“…Polyphony at the utterance level refers to the plurality of voices that takes into account the speaking subject ( sujet parlant ), the locutor ( locuteur ) and the enunciator ( énonciateur ). Johansson and Suomela-Salmi (2011, p. 89) define the terms:[T]he first one is the empirical being in the world producing the utterance, the second is present in the discourse uttering the act and the third is the ‘voice’ that has responsibility over the opinion, the attitude etc. of the utterance.In line with the concept of ‘polyphony’ and the Wittgensteinian notion of the language game, Capone (2016, p. 80) suggests that ‘polyphony is a language game 1 that is embedded in the practice of indirect reporting.…”

Section: Introductionmentioning

confidence: 99%

Samesaying and double-voiced discourse in Iranian EFL learners’ production of L2 reported speech

Moghaddam

Tommerdahl

2022

Lang. cogn.

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Considering the paucity of research done on the reported speech of L2 speakers compared with the body of work based on native speakers, particularly in the domain of education, this study investigates ‘polyphony’ (the dialogic nature of discourse) in the indirect reports of Iranian English as Foreign Language (EFL) learners in light of Bakhtin’s concept of ‘double-voiced discourse’ (DVD) (Bakhtin, 1984; Zbikowski, 2002). The goal of the article was to characterise the types of reporting attested in L2 data in the language-learning classroom and to analyse instances of discord between speakers’ voices to better understand what gives rise to these differences in an additional language. To achieve this, we observed naturally occurring interactions between Iranian EFL learners to see how they change the original speech in their indirect reports via the use of semantic and syntactic transformations. The findings revealed traces of distorted reported speech that not only refute the monophonic nature of indirect reports among the interactants but also emphasise the representational characteristics of DVD in its different forms. Samesaying and distorted reported speech are closely examined in accord with the nature of an L2 produced in a language-learning classroom. This article contributes to interlanguage pragmatics, with a focus on sociopragmatic variations that delve into intersubjectivity in language interaction in an institutional context.

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