Triangle : Action, Discours, Pensée politique et économique

Journal Article Language play, language learning Get access Guy Cook Guy Cook Reader in Education and Head of Languages in Education (formerly ESOL and Modern Languages) at the University of London Institute of Education. He has worked as an English language teacher in Egypt, Italy, Russia, and the UK, and as a lecturer at the University of Leeds. His research interests include applied linguistics and language teaching; discourse analysis; literature theory and teaching; translation; and language and biology. His publications include Discourse (Oxford University Press 1989), The Discourse of Advertising (Routledge 1992), Discourse and Literature (Oxford University Press 1994), and (with B. Seidlhofer) Principle and Practice in Applied Linguistics (Oxford University Press 1995). Search for other works by this author on: Oxford Academic Google Scholar ELT Journal, Volume 51, Issue 3, July 1997, Pages 224–231, https://doi.org/10.1093/elt/51.3.224 Published: 01 July 1997 Article history Received: 01 June 1996 Published: 01 July 1997

The study of narrative has been a continuous concern from antiquity to the present day because stories are everywhere - from fiction across media to nation building and personal identity. Handbook of Narrative Analysis sorts out both traditional and recent narrative theories, providing the necessary skills to interpret any story that comes along. In addition to discussing classical theorists such as Gerard Genette, Mieke Bal, and Seymour Chatman, Handbook of Narrative Analysis presents precursors (such as E. M. Forster), related theorists (Franz Stanzel, Dorrit Cohn), and a large variety of postclassical critics. Among the latter, particular attention is paid to the ethics of reading, gender theory, and possible worlds. Not content to consider theory as an end in itself, Luc Herman and Bart Vervaeck use two stories by contemporary authors as a touchstone to illustrate each narrative approach, thereby illuminating the practical implications of theoretical preferences and ideological leanings. Marginal glosses guide the reader through discussions of theoretical issues, and an extensive bibliography points readers to the most current publications in the field. Written in an accessible style, this handbook combines a comprehensive treatment of its subject with a user-friendly format, appropriate for specialists and nonspecialists alike. Luc Herman is a professor of American literature and literary theory at the University of Antwerp in Belgium. He is a Pynchon specialist and the author of Concepts of Realism. Bart Vervaeck is a professor of Dutch literature and literary theory at the Free University Brussels. He is the author of a study on postmodern Dutch literature.

We develop an 11‐variable structural VAR for the Australian economy over the period 1980 to 1998. The VAR methodology has only relatively recently been applied in the Australian context, despite its popularity in quantitative macroeconomics internationally. Our model includes an overseas sector which distinguishes between goods and asset markets so as to disentangle the effects of shocks emanating from each source. We utilize our model to dissect the Australian growth cycle into its separate influences and to study the Asian crisis. Throughout there is a strong emphasis upon identifying the impact of monetary policy.

PURPOSE: Medical educators have expressed concern that students' professional identities do not always align with their expectations or with professional standards. The authors propose that, in constructing appropriate professional identities, medical students today are affected by the competing discourses of diversity and standardization. METHOD: Between March and May 2012, the authors conducted a critical review of seminal publications to highlight the discourses of diversity and standardization in the medical education literature. They surveyed the social sciences literature on identity construction and drew examples from medical education to demonstrate how a social constructionist approach could inform the discussion about how medical students' professional identities are affected by these discourses. RESULTS: The discourse of diversity emphasizes individuality, difference, and a plurality of possibilities and advances the notion that heterogeneity is beneficial to medical education and to patients. In contrast, the discourse of standardization strives for homogeneity, sameness, and a limited range of possibilities and conveys that there is a single way to be a competent, professional physician. Thus, these discourses are in tension, a fact that medical educators largely have ignored. A social constructionist approach to identity suggests that medical students resolve this tension in different ways and construct different identities as a result. CONCLUSIONS: To influence medical students' professional identity construction, the authors advocate that educators seek change across the profession-faculty must acknowledge and take advantage of the tension between the discourses of standardization and diversity.

This paper explores the scope for research on language and super-diversity.12 Following a protracted process of paradigm shift, sociolinguistics and linguistic anthropology are well placed to engage with the contemporary social changes associated with super-diversity. After a brief introductory discussion of what super-diversity entails, the paper outlines key theoretical and methodological developments in language study: named languages have now been denaturalised, the linguistic is treated as just one semiotic among many, inequality and innovation are positioned together in a dynamic of pervasive normativity, and the contexts in which people orient their interactions reach far beyond the communicative event itself. From here, this paper moves to a research agenda on super-diversity and language that is strongly embedded in ethnography. The combination of linguistics and ethnography produces an exceptionally powerful and differentiated view of both activity and ideology. After a characterisation of what linguistic ethnography offers social science in general, this paper sketches some priorities for research on language and communication in particular, emphasising the need for cumulative comparison, both as an objective in theory and description and as a resource for practical intervention.

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ABSTRACTS There has been a call for approaches that connect science learning with literacy, yet the use of, and research on, children's literature information books in science instruction has been quite limited. Because the discipline of science involves distinctive generic linguistic registers, what information books should be integrated in science curriculum is a significant concern. Thus, in order to explore the role of the information book genre for use in science instruction in the primary grades, this article reports on a social‐semiotic analysis of a corpus of picture information books written by children's literature authors to explicate the characteristic aspects of this genre, namely, the recurring linguistic patterns of typical texts of the genre. However, as social acts, genre is also very generative and dynamic, giving rise to atypical instances of the genre. Many texts in the corpus that were analyzed represent these atypical or hybrid forms, which include some of the elements or features found in typical texts, but also realize linguistic resources from other genres. Thus, this article gives an account of the range of both typical and atypical texts and discusses future research issues regarding the use of information books in integrated science literacy instruction. Si bien ha existido una convocatoria de propuestas que conecten el aprendizaje de la ciencia y la alfabetización, el uso y la investigación de los libros de enseñanza de la ciencia para niños han sido algo limitados. Dado que la disciplina científica implica registros de distintos géneros lingüísticos, qué libros de ciencia deberían integrarse en el currículo de ciencia es una preocupación significativa. Por lo tanto, a fin de explorar el papel del género informativo en la enseñanza de la ciencia en los primeros grados, este artículo informa acerca del análisis socio‐semiótico de un corpus de libros informativos de ilustraciones escritos por autores de literatura infantil. Se trata de explicar los aspectos característicos de este género, en particular, los patrones lingüísticos recurrentes de los textos típicos del género. Sin embargo, así como los actos sociales, el género también es muy generativo y dinámico y da lugar a instancias atípicas. Muchos de los textos del corpus analizado representan estas formas atípicas o híbridas, que incluyen algunos elementos o rasgos propios de los textos típicos, pero además usan recursos lingüísticos de otros géneros. Por lo tanto, este artículo da cuenta del rango de textos tanto típicos como atípicos y discute futuros temas de investigación vinculados al uso de libros informativos en la enseñanza integrada de la alfabetización y el aprendizaje de la ciencia. Ständig bestand ein Ruf nach Anpassungen, um naturwissenschaftliches Lernen mit den Schreib‐ und Lesefertigkeiten zu verbinden, dennoch blieb die Verwendung und die wissenschaftliche Untersuchung von Informationsbüchern der Kinderliteratur im naturwissenschaftlichen Unterricht sehr begrenzt. Da der naturwissenschaftliche Fachbereich linguistisch‐ausgeprägte begriffsspezifische Gattungsbezeichnungen miteinbezieht, ist es von entscheidendem Belang, welche Informationsbücher im naturwissenschaftlichen Lehrplan integriert werden sollten. Folglich, um die Rolle des Informationsbuchgenres für die Verwendung im naturwissenschaftlichen Unterricht in den Unterstufen zu untersuchen, berichtet dieser Artikel über eine gesellschaftlich‐semiotische Analyse einer Sammlung von Informationsbilderbüchern, die von Autoren der Kinderliteratur geschrieben wurden, um die charakteristischen Aspekte dieses Genres zu erklären, nachweislich die wiederholt auftauchenden linguistischen Muster typischer Texte des Genres. Allerdings, in gesellschaftlichen Handlungen ist Genre auch sehr generativ und dynamisch, welche Anlaß zu atypischen Beispielen des Genres geben. Viele Texte in der Sammlung, die wir analysierten, repräsentieren diese atypischen oder hybriden Formen, welche einige der Elemente oder Grundzüge enthalten, wie sie sich in typischen Texten anfinden, jedoch sich ebenfalls in linguistischen Ressourcen anderer Gattungen verwirklichen. Folglich gibt dieser Artikel eine Darstellung des Bereiches der beiden typischen und atypischen Texte und diskutiert zukünftige Forschungsfragen bezüglich der Nutzung von Informationsbüchern im integrierten naturwissenschaftlichen Schreib‐ und Leseunterricht. Bien qu'il ait été fait appel à des démarches mettant en relation l'apprentissage des sciences et celui des lettres, l'utilisation et la recherche consacrées aux livres d'enseignement des sciences destinés aux enfants sont très limitées. Du fait que la science comme discipline implique des registres linguistiques spécifiques, la façon dont les livres documentaires devraient être intégrés dans les programmes de science est une préoccupation significative. Ainsi, en vue d'explorer le róle du genre livre documentaire dans l'enseignement des sciences à l'école élémentaire, cet article rapporte une analyse socio‐sémiotique d'un corpus de livres documentaires écrits par des auteurs de littérature de jeunesse afin d'expliquer les aspects caractéristiques de ce genre, plus précisément les structures linguistiques récurrentes de textes typiques de ce genre. Cependant, en tant qu'acte social, le genre est aussi très génératif et dynamique, donnant naissance à des exemples atypiques pour ce genre. De nombreux textes de ce corpus qui ont été analysés présentent des formes atypiques ou hybrides, incluent des éléments ou traits que l'on trouve dans les textes typiques, mais présentent aussi des propriétés linguistiques relevant de genres différents. Ainsi, cet article rend compte à la fois de textes typiques et atypiques et débat des recherches à effectuer en ce qui concerne l'utilisation des livres documentaires dans un enseignement intégrant sciences et lettres.

In this study we examined the reliability and validity of various growth indicators in written expression for middle school students. In addition, we examined the effects of type and duration of writing on the validity and reliability of the growth indicators. Students ( N = 112) in Grades 7 and 8 composed two story writing and two descriptive writing pieces. For each sample, students wrote for 3 and 5 minutes. The most reliable and valid predictor of student writing proficiency as measured by both teacher ratings and a district writing test was correct minus incorrect word sequences. No differences were found related to type or duration of writing.

Texte remanié de : Thèse de doctorat : Science politique : Lille 2 : 2002 <br /><br />ISBN 2-13-053941-6

In Plastic Bodies Emilia Sanabria examines how sex hormones are enrolled to create, mold, and discipline social relations and subjectivities. She shows how hormones have become central to contemporary understandings of the body, class, gender, sex, personhood, modernity, and Brazilian national identity. Through interviews with women and doctors; observations in clinics, research centers and pharmacies; and analyses of contraceptive marketing, Sanabria traces the genealogy of menstrual suppression, from its use in population control strategies in the global South to its remarketing as a practice of pharmaceutical self-enhancement couched in neoliberal notions of choice. She links the widespread practice of menstrual suppression and other related elective medical interventions to Bahian views of the body as a malleable object that requires constant work. Given this bodily plasticity, and its potentially limitless character, the book considers ways to assess the values attributed to bodily interventions. Plastic Bodies will be of interest to all those working in medical anthropology, gender studies, and sexual and reproductive health

ABSTRACTS The purpose of this study was to examine the language ideologies—the assumptions about the nature of language, language variation, and language learning—reflected in a widespread daily editing activity often known as Daily Oral Language or Daily Language Practice. Through a yearlong ethnographic study of grammar instruction in three urban, predominantly African American 10th‐grade English classes, two university researchers and the classroom teacher collaboratively analyzed the language ideologies reflected through the teacher's implementation of Daily Language Practice. Using methods of the ethnography of communication and classroom discourse analysis, they coded for the content and sources of recurring language ideologies and their links to state standards and assessments. Findings show that Daily Language Practice represented the English language as monolithic, language form as disconnected from meaning, and written Standard English as the only correct dialect of English. However, some students in the study concurrently expressed alternate language ideologies through their participation in Daily Language Practice, ideologies that forefronted language variation and its dependence on context and audience. Findings suggest that daily editing activities provide limited opportunities for students to learn about language in ways that build off their existing linguistic resources and that could enhance their literacy learning. El propósito de este estudio fue examinar las ideologías lingüísticas, es decir los supuestos sobre la naturaleza del lenguaje, la variación lingüí;stica y el aprendizaje del lenguaje, tal como se reflejan en una actividad de edición muy difundida conocida como Lenguaje Oral Cotidiano o Práctica Cotidiana del Lenguaje. En un estudio etnográfico de un año centrado en la enseñanza de la gramática en tres clases de inglés de 10° grado con una población urbana mayoritariamente afroamericana, dos docentes universitarios y el docente del aula analizaron las ideologías lingüísticas reflejadas a partir de la implementación de la Práctica Cotidiana del Lenguaje. Usando los métodos de la etnografía de la comunicación y el análisis del discurso en el aula, se codificó el contenido y las fuentes de las ideologías lingüísticas recurrentes y sus vínculos con estándares y evaluaciones. Los resultados muestran que la Práctica Cotidiana del Lenguaje representa la lengua inglesa como monolítica, la forma lingüística desconectada del significado y el inglés escrito estándar como elúnico dialecto correcto del inglés. Sin embargo, algunos estudiantes expresaron ideologías lingüísticas alternativas a través de su participación en la Práctica Cotidiana del Lenguaje, ideologías que reconocían la variación lingüística y su dependencia del contexto y la audiencia. Los hallazgos sugieren que las actividades cotidianas de edición proporcionan oportunidades limitadas a los estudiantes para aprender acerca del lenguaje de maneras que apuntalen sus propios recursos lingüísticos y que mejoren su aprendizaje de la lengua. Zweck dieser Studie war es, die Sprachideologien zu untersuchen—die Voraussetzungen über die Natur der Sprache, die Sprachvariation, und das Erlernen der Sprache—reflektierend in einer weitverbreiteten täglichen Redigieraktivität, häufig benannt als Aussprache in alltäglicher Mundart oder alltäglicher Umgangssprachpraxis. Durch eine langjährige ethnographische Studie von Grammatikunterweisungen in drei städtischen, überwiegend afrikanisch‐amerikanischen zehnten Englischklassen analysierten zwei Universitätsforscher und der Klassenlehrer gemeinsam die Sprachideologien, reflektiert durch die Lehreranweisung in der alltäglichen Sprachpraxis. Unter Nutzung von Methoden der Kommunikationsethnographie und Klassenraumdiskursanalyse kodierte man nach Inhalt und Quellen von sich wiederholenden Sprachideologien und ihren Bindungen an Länderstandards und Bewertungen. Die Erkenntnisse zeigen, daß sich in der alltäglichen Sprachpraxis die englische Sprache als monolithisch, Sprachform als abgespalten von Deutung, und schriftliches Standardenglisch als einzig korrekter Englischdialekt repräsentieren. Dennoch, einige Schüler dieser Studie brachten gleichzeitig alternative Sprachideologien zum Ausdruck durch ihre Teilnahme in der alltäglichen Sprachpraxis, durch Ideologien, die der Sprachvariation vorangehen, und durch ihre Abhängigkeit von Kontext und Zuhörern. Die Ergebnisse lassen darauf schließen, daß alltägliche Redigieraktivitäten begrenzte Gelegenheiten für Schüler schaffen, die Sprache auf eine Weise zu erlernen, die auf ihre bestehenden Sprachressourcen aufbauen und die ihr Erlernen des Lesens und Schreibens vertiefen könnten. Cette étude avait pour but d'examiner les idéologies du langage — les postulats relatifs à la nature du langage, les variations langagières, et l'apprentissage du langage — tels qu'ils reflètent les activités de préparation quotidiennes très répandue souvent désignée par Langage oral quotidien ou Pratique du langage quotiden. En procédant tout au long de l'année à une étude ethnographique de leçons de grammaire dans trois classes urbaines regroupant principalement de jeunes Afro‐américains de 10° année (classe de 2°), deux chercheurs universitaires et un professeur d'école ont analysé ensemble les idéologies du langage qui passent à travers la façon de procéder du professeur en Pratique du langage quotidien. Le contenu et les sources des idéologies récurrentes du langage et leurs liens aux normes et évaluations officielles ont été codés en utilisant les méthodes de l'ethnographie de la communication et l'analyse du discours en classe. Les résultats montrent que la Pratique du langage quotidien se représente la langue anglaise de façon monolithique, la forme linguistique comme déconnectée du sens, et l'anglais écrit standard comme le seul dialecte anglais correct. Toutefois, certains étudiants participant à cette recherche ont exprimé en même temps des idéologies alternatives du langage lors de leur participation au Langage oral quotidien, des idéologies tournées vers les variations du langage en fonction du contexte et du public. Les résultats suggèrent que les activités de praparation quotidiennes aux élèves fournissent des occasions limitées de faire des acquisitions en matière de langage allant au‐delà de ce qu'ils savent déjà et leur permettant de développer leur lettrisme.

Il existe une importante littérature sur la question de l’humour, tant dans la tradition rhétorique que littéraire et stylistique, sans compter les écrits dans les domaines philosophique et psychologique. À passer en revue ces écrits, on est frappé par leur justesse, mais en même temps, en les confrontant, par les contradictions entre certaines définitions (particulièrement sur l’ironie), ou par leur flou au point de ne plus pouvoir déterminer ce qu’est l’humour. L’article reprend cette question en proposant une catégorisation des faits humoristiques selon un certain nombre de paramètres issus de l’analyse du discours, catégorisation qui a servi de base à un travail d’analyse comparée entre les faits humoristiques dans les contextes culturels français et espagnols.

Edição estabelecida por Michel Senellart sob a direção de Franc̦ois Ewald e Alessandro Fontana ; [traducão de Eduardo Brandão]<br /><br />ISBN 978-85-336-2402-3

Launched in 2019, the French Citizens' Convention for Climate (CCC) tasked 150 randomly chosen citizens with proposing fair and effective measures to fight climate change. This was to be fulfilled through an "innovative co-construction procedure", involving some unspecified external input alongside that from the citizens. Did inputs from the steering bodies undermine the citizens' accountability for the output? Did co-construction help the output resonate with the general public, as is expected from a citizens' assembly? To answer these questions, we build on our unique experience in observing the CCC proceedings and documenting them with qualitative and quantitative data. We find that the steering bodies' input, albeit significant, did not impair the citizens' agency, creativity, and freedom of choice. While succeeding in creating consensus among the citizens who were involved, this co-constructive approach, however, failed to generate significant support among the broader public. These results call for a strengthening of the commitment structure that determines how follow-up on the proposals from a citizens' assembly should be conducted.

We investigate in detail the problem of confined pressure-driven laminar flow of neutrally buoyant non-Brownian suspensions using a frictional rheology based on the recent proposal of Boyer et al. (2011a). The friction coefficient (shear stress over particle normal stress) and solid volume fraction are taken as functions of the dimensionless viscous number I defined as the ratio between the fluid shear stress and the particle normal stress. We clarify the contributions of the contact and hydrodynamic interactions on the evolution of the friction coefficient between the dilute and dense regimes reducing the phenomenological constitutive description to three physical parameters. We also propose an extension of this constitutive framework from the flowing regime (bounded by the maximum flowing solid volume fraction) to the fully jammed state (the random close packing limit). We obtain an analytical solution of the fully-developed flow in channel and pipe for the frictional suspension rheology. The result can be transposed to dry granular flow upon appropriate redef-inition of the dimensionless number I. The predictions are in excellent agreement with available experimental results for neutrally buoyant suspensions, when using the values of the constitutive pa-rameters obtained independently from stress-controlled rheological measurements. In particular, the

Rather than the art of putting forward logically valid arguments leading to Truth, argumentation is here viewed as the use of verbal means ensuring an agreement on what can be considered reasonable by a given group, on a more or less controversial matter. What is acceptable and plausible is always coconstructed by subjects engaging in verbal interaction. It is the dynamism of this exchange, realized not only in natural language, but also in a specific cultural framework, that has to be accounted for. From this perspective, it is not enough to reconstruct patterns of reasoning. As logos is by definition both Reason and Language, abstract schemata have to be examined in their verbal realization in a given situation of discourse. Such an approach toarguments allows for a “thick” description taking into account their discursive and communicational aspects, as well as argumentation’s constitutive dialogism and its inscription in a set of common representations, opinions and beliefs (a doxa).This approach, exemplified by the analysis of a short text on stock options borrowed from the French newspaper Libération, is an attempt at establishing a dialogue between disciplines like argumentation theories, rhetorical criticism and discourse analysis.

Edición establecida por Michel Senellart ; bajo la dirección de Franc̦ois Ewald y Alessandro Fontana ; [traducción de Horacio Pons]<br /><br />ISBN 978-950-557-715-6

1. Introduction Je rappellerai ici quelques présupposés du modèle socio-communicationnel d’analyse du discours dans lequel je me situe, et sans lesquels mon propos perdrait de sa pertinence. Tout acte de langage est un acte d’échange interactionnel entre deux partenaires (sujet communicant et sujet interprétant) liés par un principe d’intentionnalité, cet échange se produisant toujours dans une certaine situation de communication. Le sujet communicant, en prenant possession de la parole s’ins...

International audience

L'article pose les jalons d'une sociologie politique des « études européennes », entendues comme un ensemble d'entreprises académiques portant sur, forgés avec et pour, les acteurs politiques et institutionnels européens...