Journal article
Settings, speech genres, and the institutional organization of practices
Folia linguistica, Vol.39(1-2), pp.115-142
2005
DOI: 10.1515/flin.2005.39.1-2.115
Abstract
The authors of this essay are concerned with examining speech genres in the context of institutional settings. Studies of setting have importance for understanding the ways in which students’ use of speech genres is intertwined with social practices, tool-use, and institutional objectives. After introducing the theoretical assumptions informing the studies described in the article, the authors illustrate institutional social interactions which reveal how children’s and adolescents’ bodies and linguistic practices are organized through time and space. In the first of these settings, children in a Montessori preschool “learn how to mean” in the context of tools and artifacts, genres, and contextual cues. In the second setting, a high school in a large Midwestern city, the researcher examines how students constitute themselves as insiders or outsiders in such settings as the English classroom, the school gymnasium (where special events are held), and the cafeteria. It is in such social spaces that students’ language and behavior both generates and instantiates the dominant group’s social structure. We argue that the organization of bodies/practices in each of these two settings—the preschool and the high school—tacitly accomplishes social and ideological agendas through students’ seemingly “everyday” activities.
Details
- Title: Subtitle
- Settings, speech genres, and the institutional organization of practices
- Creators
- Carol BERKENKOTTER - Department University of Minnesota 64 Classroom Office Building 1994 Buford Ave, St. Paul, MN 55108, United StatesAmanda Haertling Thein - Dept. of Curriculum and Instruction University of Minnesota 145 Peik Hall 159 Pillsbury Drive SE, Minneapolis, MN 55455, United States
- Resource Type
- Journal article
- Publication Details
- Folia linguistica, Vol.39(1-2), pp.115-142
- Publisher
- Mouton de Gruyter
- DOI
- 10.1515/flin.2005.39.1-2.115
- ISSN
- 0165-4004
- eISSN
- 1614-7308
- Language
- English
- Date published
- 2005
- Academic Unit
- Graduate College Admin and Gen; Teaching and Learning
- Record Identifier
- 9984095006702771
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