2014
DOI: 10.1075/ld.4.2.01lin
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Interactivities, intersubjectivities and language

Abstract: This theoretical paper deals with intersubjectivity and interactivity in relation to language and sense-making. It starts out from a critical discussion of certain proposals regarding the nature and localisation of language, that is, radical versions of individualism and collectivism. The conclusion is that both are untenable. Instead, we must assume that language originates and lives in interactivities between sense-making people. Such an 'interactionism' is close to dialogism.The bulk of the paper is devoted… Show more

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Cited by 45 publications
(20 citation statements)
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References 38 publications
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“…Ordinarily, health care communications focus on the delivery of information. This monological perspective on communication is based on a dualistic-reductionist paradigm that attempts to reduce the experience of illness to a system of diagnoses (McCabe and Timmins, 2013;Ijäs-Kallio et al, 2010;Peräkylä et al, 2007;Linell, 2014;Linell, 2011). This kind of interaction, which occurred between patients and nurses in consultations, is considered to be rooted in a power relationship (Mishler, 1984;Siouta, 2016).…”
Section: Discussionmentioning
confidence: 99%
“…Ordinarily, health care communications focus on the delivery of information. This monological perspective on communication is based on a dualistic-reductionist paradigm that attempts to reduce the experience of illness to a system of diagnoses (McCabe and Timmins, 2013;Ijäs-Kallio et al, 2010;Peräkylä et al, 2007;Linell, 2014;Linell, 2011). This kind of interaction, which occurred between patients and nurses in consultations, is considered to be rooted in a power relationship (Mishler, 1984;Siouta, 2016).…”
Section: Discussionmentioning
confidence: 99%
“…But it is important to pinpoint more exactly what these assumptions are. Most versions of dialogism recognise that individual people are active sense-makers; people have some agency, even though this is constrained by, among several other circumstances, the interdependence with others in interactivities (Linell, 2014). Indeed, individual identities (along with social memberships) are the products (note: not the startingpoints) (Linell, 2009: chapter 6), of ontogenesis and cultural evolution, just as language, social formations and cultural systems are.…”
Section: The Individualist Dimension Of Dialogismmentioning
confidence: 97%
“…Teaching therefore critically consists of coordinating perspectives (not least as if/ play and as is/established knowledge) in supporting children to discern or appropriate something new (or something familiar understood in a new way, from a new perspective). However, this coordinated activity is not premised to result in identical understanding among participants, since people make sense of what they encounter; and how they do so is contingent on their experience, interest and ways of participating in activities (intersubjectivity is at best temporary and partial; Linell, 2014;Rommetveit, 1974). Furthermore, teaching is directed coordinated activity; there is an intention in the teacher (i.e., the one taking this role, it needs not be an actual teacher/professional, also others, more experienced adults or other children can take this position in activity; for empirical illustrations of the latter, see Kullenberg & Pramling, 2016, but not necessarily or commonly shared by the learner, to make someone else see/realize something oneself has seen/realized.…”
Section: Teaching As Responsive and Directed Coordinationmentioning
confidence: 99%