Politics and Pragmatics in the Crosscultural Management of ‘Rapport’

Crawshaw, Robert; Harrison, Julia

doi:10.2167/laic202.0

Cited by 2 publications

(3 citation statements)

References 8 publications

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“…While it would be invalid to draw wider conclusions from such a statistically limited sample, the sharp differences revealed by the data raise questions which deserve to be further addressed. As we have argued elsewhere (Crawshaw and Harrison, 2007), although motivated by similar concerns, complaints on the part of language teaching assistants in France and England arise in response to institutional practices which are culturally and politically specific in origin. This paper shows further that the volume, mode and intensity of expression are also significantly different.…”

Section: Conc Lu S I On Smentioning

confidence: 88%

“…While topic is clearly an integral feature of complaint and is the most immediately tangible basis for cultural comparison, the principal focus of this paper is on language rather than on the cultural determinants of linguistic behaviour. We have explored elsewhere the main sources of concern expressed by the participants in the project, as well as their potential cultural and political implications (Crawshaw, 2005; Crawshaw and Harrison, 2007; Culpeper, Crawshaw and Harrison, 2008). At the same time, any comparison between the behaviour of the two experimental groups is only significant insofar as the underlying contexts in which they found themselves can be described as culturally equivalent.…”

Section: Topic Context and Backgroundmentioning

confidence: 99%

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Wanting to be wanted: a comparative study of incidence and severity in indirect complaint on the part of French and English language teaching assistants

Crawshaw

Culpeper

Harrison

2010

French Language Studies

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Using data from the ESRC funded project Pragmatics and Intercultural Communication (PIC), this paper applies contrastive quantitative and qualitative analysis to data derived from oral statements, logbooks and retrospective reports by language teaching assistants in France and England. The data concerns their ‘rapport’ (Spencer-Oatey, 2003; 2005) with the members of staff responsible for their professional supervision and the paper assesses complaint behaviour across the two national groups. Basing our study on computer recorded discourse segments taxonomically codified as ‘negative assessment’, we show that the incidence of ‘indirect’ complaint (Boxer, 1993) is significantly higher among English assistants than among their French counterparts. A revised model for measuring ‘severity’ (House and Kasper, 1981; Olshtain and Weinbach, 1993) is applied to the data using corpus linguistic techniques. Its findings demonstrate that English assistants also complain more ‘severely’ than their French peers. Nevertheless, the difference in linguistic behaviour between individuals within each group is shown to be greater than that between the two national groups, implying that personality is a stronger determinant of cultural outlook than nationality.

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Section: Conc Lu S I On Smentioning

confidence: 88%

Section: Topic Context and Backgroundmentioning

confidence: 99%

Wanting to be wanted: a comparative study of incidence and severity in indirect complaint on the part of French and English language teaching assistants

Crawshaw

Culpeper

Harrison

2010

French Language Studies

Self Cite

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“…These endeavours drew more on interpretive anthropology (Geertz, 1973), and included a wide-ranging deployment of ethnographic approaches (Jordan, 2002;Roberts, Byram, Barro, Jordan, & Street, 2000), cultural studies (Byram, 1997) and applied linguistics (Corbett, 2003). Later disciplinary developments have ranged as far afield as discourse analysis (Crawshaw & Harrison, 2007;Thurlow & Jaworski, 2010), literary studies (MacDonald, 2002;Matos, 2012), critical pedagogy (Guilherme, 2002;Phipps & Guilherme, 2004) and critical theory (Holliday, 2010). More recent issues which have been explored particularly within our Association include participatory democracy (Byram, 2008), intercultural responsibility (Guilherme, Keating, & Hoppe, 2010), intercultural dialogue (Ganesh & Holmes, 2011) and intercultural ethics (MacDonald & O'Regan, forthcoming; Phipps, forthcoming).…”

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confidence: 99%

Editorial

MacDonald

O’Regan

2012

Language and Intercultural Communication

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The papers in this issue can be grouped into three distinct, yet interrelated, zones of intercultural communication. Two papers use a broadly interpretive approach which brings qualitative evidence to bear upon the development of intercultural competence in very different pedagogic contexts. Dasli describes a British Studies programme in an English university, while Méndez García investigates a bilingual CLIL (Content and Language Integrated Learning) programme in Andalusia. Then, de la Piedra & Araujo offer a more ethnographic study which explores the intercultural literacy practices of young people being brought up and educated across the border between Mexico and the USA. Finally, Dyers & Wankah and Tannenbaum & Essa use discourse analysis and social psychology, respectively, to examine alternative ends of the spectrum of 'othering' in two challenging national contexts Á South Africa and Israel.It is now 40 years since Larry Samovar and Richard Porter published their (1972) reader for the first university courses in intercultural communication delivered in Michigan and Pittsburgh (Martin, Nakayama, & Carbaugh, 2012); and over 20 years since Michael Byram published Cultural Studies in Foreign Language Education (1989), which has proved so influential upon the work of our Association (ialic.net). In our view, Byram's principle that language learning is also culture learning has now become relatively uncontested throughout language pedagogy in Europe and North America, and would also appear to be becoming increasingly accepted globally. This much all appears heart-warming stuff Á but is about as far as the good news goes. For you don't have to dig very deeply into our field of study to reveal an area of research and pedagogy which remains intriguingly, and often passionately, contested Á not only with respect to pedagogical practice, but also to the research approach, paradigm or epistemology of intercultural communication.First up, pedagogic approaches remain differentiated according to how they are situated within different disciplinary frameworks and different populations of students with different educational purposes. As is exemplified in this issue, despite the long-standing problematization of an English-speaking 'Centre' (Kachru, 1986) Á Australia, Canada, New Zealand, the UK and the USA continue to receive worldwide influxes of undergraduate and postgraduate students for university study. In particular, many international students receive courses in their first years of undergraduate study to inculcate them into the academic and social culture of their host country. By contrast, across Europe, students both in the later year of public schooling and at university level continue to study the most popular languages of the Union Á English, French, Italian, Spanish, German Á in a foreign language situation. Elsewhere, such as in certain states on the southerly US border, education in schools can be bilingual Á drawing in particular on both English and Spanish.Secondly, there remains little consensus about the...

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Politics and Pragmatics in the Crosscultural Management of ‘Rapport’

Cited by 2 publications

References 8 publications

Wanting to be wanted: a comparative study of incidence and severity in indirect complaint on the part of French and English language teaching assistants

Wanting to be wanted: a comparative study of incidence and severity in indirect complaint on the part of French and English language teaching assistants

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