58 research outputs found
An Interview with APPLE Lecture Speaker Professor James Paul Gee
No full textOn February 6, 2015, the TESOL/AL Web Journal (represented by Nadja Tadic, Di Yu, and Yuna Seong) had the opportunity to sit down with Professor James Paul Gee, guest speaker for the 2015 Applied Linguistics & Language Education (APPLE) Lecture Series, hosted annually by the TESOL/Applied Linguistics Programs at Teachers College, Columbia University. Professor Gee spoke about his thoughts on his work and advice for current and future researchers in the TESOL and Applied Linguistics fields
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An Interview with APPLE Lecture Speaker Professor James Paul Gee
No full textOn February 6, 2015, the TESOL/AL Web Journal (represented by Nadja Tadic, Di Yu, and Yuna Seong) had the opportunity to sit down with Professor James Paul Gee, guest speaker for the 2015 Applied Linguistics & Language Education (APPLE) Lecture Series, hosted annually by the TESOL/Applied Linguistics Programs at Teachers College, Columbia University. Professor Gee spoke about his thoughts on his work and advice for current and future researchers in the TESOL and Applied Linguistics fields
Recommended from our members
From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan
No full textOn April 1, 2015, Professor Hansun Waring’s doctoral seminar had the great pleasure and honor of being joined over Skype by Dr. Hugh (Bud) Mehan, Professor Emeritus at the University of California, San Diego and author of the 1979 classic Learning Lesson: Social Organization in the Classroom. Dr. Mehan has done extensive research on classroom organization and interaction, educational testing, tracking and untracking, construction of student identities in the classroom, and so on. He has managed to achieve the delicate and yet crucial balance that so many educators and education researchers aspire to—the balance between doing research and improving the world. He has not only shaped the academic discourse on education issues but has been directly working with the most vulnerable members of our society in overcoming and amending those issues. His work has been an inspiration to so many of us whose research passions and real-life concerns lie in education, classroom interaction, and social inequity.
The Skype meeting was proposed as a continuation of conversation inspired by Dr. Mehan’s invigorating invited lecture at the 4th Annual LANSI Conference at Teachers College in October 2014. Members of Dr. Waring’s Spring 2015 seminar (Nancy Boblett, Catherine Box, Sarah Creider, Donna Delprete, Rong Rong Le, Heidi Liu, Carol Lo, Saerhim Oh, Elizabeth Reddington, Gahye Song, Nadja Tadic, Junko Takahashi, and Di Yu) compiled a list of questions for Dr. Mehan in advance and asked follow-up questions to his responses during the meeting. We are very pleased to share with our journal readers a transcript of our conversation, and we hope you will find his words as inspiring and illuminating as we have
Recommended from our members
An Interview with APPLE Lecture Speaker Professor James Paul Gee
No full textOn February 6, 2014, the TESOL/AL Web Journal (represented by Nadja Tadic, Di Yu, and Yuna Seong) had the opportunity to sit down with Professor James Paul Gee, guest speaker for the 2015 Applied Linguistics & Language Education (APPLE) Lecture Series, hosted annually by the TESOL/Applied Linguistics Programs at Teachers College, Columbia University. Professor Gee spoke about his thoughts on his work and advice for current and future researchers in the TESOL and Applied Linguistics fields.
Professor Gee is the Mary Lou Fulton Presidential Professor of Literacy Studies and Regents’ Professor at Arizona State University. He is also a member of the National Academy of Education. His book Sociolinguistics and Literacies (1990, Fifth Edition 2015) was one of the founding documents in the formation of the “New Literacy Studies,” an interdisciplinary field integrating language, learning, and literacy. His book An Introduction to Discourse Analysis (1999, Fourth Edition 2014) brings together his work on a methodology for studying communication in its cultural settings. More recently, his books deal with video games, language, and learning. His books What Video Games Have to Teach Us About Learning and Literacy (2003, Second Edition 2007) and Situated Language and Learning (2004) discuss how good video games can enhance learning. Professor Gee has published widely in journals in linguistics, psychology, the social sciences, and education. We thank Professor Gee for his time in a very thought-provoking interview. We also thank Fred Tsutagawa for videotaping and Dr. Kirby Grabowski for coordinating the APPLE Lecture Series Interview
Raciolinguistic Ideologies in Multiracial Heritage Speakers and the Denial of Racial Authenticity
No full textM.A.This study examines the role raciolinguistic ideologies play in the racial exclusion and denial ofracial authenticity of one-white parent mixed-race individuals through the qualitative
sociolinguistic and discourse analysis of three interviews. The findings show how monoglossic,
essentialist, and monoracist ideologies deny multiracial heritage speakers’ claims to racial
authenticity through constant racial invalidation and contestation. First, results demonstrate how
monoglossic notions of a ‘perfect speaker’, ‘language purity’, and ‘proper’ education for
proficiency deny them access to their racial identities. Second, findings demonstrate how the
porosity of MHRSs’ ‘ambiguous’ racial ascriptions result in failed racial reductivity. Lastly, they
show how the reinforcement of monoracial identities grounded in monoracist principles result in
mixed-race guilt, exclusion, and the need to prove racial legitimacy. The importance of this study
lies in the clear implications and consequences that connections of race and language ideologies
have for multiracial individuals and their sociolinguistic identities
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Introducing a GURT 2018 Panel on Communicating with the Public: “Third Parties” in Question-Answer Sequences
No full textThis forum is dedicated to a panel on Communicating with the Public: “Third Parties” in Question-Answer Sequences organized by Professor Hansun Zhang Waring for the 2018 Georgetown University Round Table (GURT) in Washington, DC. The panel was devoted to research conducted as part of a larger, two-year grant-funded project led by Professor Waring and Elizabeth Reddington at Teachers College, Columbia University. Specifically, the panel examined how representatives of a philanthropic foundation communicate their mission and programs to various audiences on various platforms. This introduction (originally delivered by Professor Waring) offers a brief overview of the 2018 GURT panel on Communicating with the Public and is followed by the four panel papers
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Signaling Learner Stance through Multimodal Resources
No full textStance refers to a display of a socially recognized epistemic or affective attitude toward a referent or proposition (Ochs, 1993). Although this display of attitude can be performed linguistically, paralinguistically, and non-verbally (Du Bois, 2007), it has primarily been explored in terms of linguistic strategies (use of reference terms, constructed dialogue, repetition, etc.) that can contribute to the process of socialization and the expression and construction of sociocultural identities and relationships. Gordon (2004), for instance, showed how members of one family socialized each other and constructed a shared identity as Democrats by using referring terms, repetition, narratives, constructed dialogue, and laughter to express positive and negative stances toward presidential candidates in the 2000 U.S. elections. Damari (2010) demonstrated how, during an interview, a married couple used constructed dialogue, constructed stance, verb tense, and adverbials to express their own and each other’s stances and thus construct divergent identities related to their cultural differences. And in her analysis of interviews with members of a Jewish community in Philadelphia, Schiffrin (1984) found that, by expressing divergent stances or disagreements, her participants actually signaled closeness and solidarity
Recommended from our members
From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan
No full textOn April 1, 2015, Professor Hansun Waring’s doctoral seminar had the great pleasure and honor of being joined over Skype by Dr. Hugh (Bud) Mehan, Professor Emeritus at the University of California, San Diego and author of the 1979 classic Learning Lesson: Social Organization in the Classroom. Dr. Mehan has done extensive research on classroom organization and interaction, educational testing, tracking and untracking, construction of student identities in the classroom, and so on. He has managed to achieve the delicate and yet crucial balance that so many educators and education researchers aspire to—the balance between doing research and improving the world. He has not only shaped the academic discourse on education issues but has been directly working with the most vulnerable members of our society in overcoming and amending those issues. His work has been an inspiration to so many of us whose research passions and real-life concerns lie in education, classroom interaction, and social inequity
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