Establishing Community of Discourse

Establishing Community of Discourse Wayne Cheek Bailu Liu Jamie Kim April 16. 2013

Background - Context: IECP 4B Oral Communication class - Students: Saudi Arabia, Oman, Kuwait, UAE, Korea, China, Taiwan - Data: One videotaped class An interview with the instructor Ruth - Research question: How did Ruth work with her students to co-construct a community of discourse and a relational identity (RID) to achieve her pedagogical goal ?

“I hope to help them gradually become more comfortable with the expected roles in academic discussions.” ---- Ruth Findings 1). Besides the necessary linguistic knowledge, considering students' further academic development is one of the IECP program's goals, which facilitate students' socialization into academic discourse. 2). Ruth puts students' interests and their relations with topic/activities at the heart of selecting materials and designing classroom activities. 3). Ruth's attention to students' interests means the development of "intersubjectivity" in class that contributes to students' participations as well as RI enhancement, and ultimately achievement of the co-constructed classroom discourse.

Intersubjectivity Transcript #1 T: another one S2: [youtube] Ss: [bing] T: youtube a:h i guess everyone is ( ) Ss: ((laughter)) S1: i usually use Korean search engine T: how many use that? one two three four ((laughter)) ((teacher writes on board)) S2: Only Korean T: and ( ) korean? ((laughter)) S3: Is it famous? S1: Yeah, in Korea. S4: Naver S1: not neighbor ((laughter)) T: I never knew how to pronounce it I always thought it was /nævɜr/, not /neɪvɜr/. Didn’t know how to say it. Um and then we said youtube and I guess youtube does count as a search engine you can find out how to do things on youtube. so how many people use youtube? I’m guessing that everyone Yeah? Does everyone use youtube? Yeah I think seven so ok.

Intersubjectivity Transcript #2 T: what do you think about that? do you think parents should be allowed to be their kids' fri:ends so they can check up on them? we hear from parents and from kids upset as they are all children S1: i think it doesn't make any uh change because i can have two profiles and the other one my friends S2: ( ) o:h S3: Yeah T: that's what i had thought too yeah yeah yeah S4: ( ) T: that you have like a respectable one for your parents and you have a different one for your friends S5: we have a third one for ( ) ((laughter)) T: So you can have multiple is a main idea it doesn't just have to be one so that is interesting cause a lot of parents feel like they need to check up on their ( )

Conversational ground rules Transcript #1 T: another one S2: [youtube] Ss: [bing] T: youtube a:h i guess everyone is ( ) Ss: ((laughter)) S1: i usually use Korean search engine T: how many use that? one two three four ((laughter)) ((teacher writes on board)) S2: Only Korean T: and ( ) korean? ((laughter)) S3: Is it famous? S1: Yeah, in Korea. S4: Naver S1: not neighbor ((laughter)) T: I never knew how to pronounce it I always thought it was /nævɜr/, not /neɪvɜr/. Didn’t know how to say it. Um and then we said youtube and I guess youtube does count as a search engine you can find out how to do things on youtube. so how many people use youtube? I’m guessing that everyone Yeah? Does everyone use youtube? Yeah I think seven so ok.

SETT Framework Functions - To describe the classroom interactions - To guide teacher facilitate the interactions. Managerial Mode & Classroom Context Mode

Transcript#3 1. T: ((laughs)) Merci beaucoup 2. T: : So, ok, soI want to hear how what search engines 3. do you use, we’re going to make a survey to see how 4. many you can( ) so what’s one you use? 5.Ss: google (This section is characterized by many short IRF exchanges) 6.T: =google? so how many people use google? raise 7. your hands (..) one two everybody (...) almost yes? 8. everyone? ok so google i:s everyo:ne? 9. ((teacher writes on board)) 10. S: google 11. T: what else? 12. Ss: yahoo

Transcript #4 28.S: not neighbor 29. ((laughter)) 30.T: I never knew how to pronounce it i always thought it was /nævɑr/ 31.not /nevɑr/ didn’t know how to say it an- then we said youtube an- I guess youtube does count 32.as a search engine you can find out how to do things on youtube so how many people use 33.youtube? ( ) i’m guessing not everyone yes does everyone use youtube? i think seven so ok 35.T: ok sothen if we g:o to um talking about how you choose so everybody can choose google, those of you who use yahoo how do you choose between google and yahoo? 39.S: if i don’t find something like on the first page of google I just search yahoo 40.T: and you get different results then 41.S: yeah 42.T: huh 43.S: if you just want to search you can use google but I think yahoo is…uh good uh ( ) poto setes? poto sites? 45.T: photo sites? 46.S: yes I think photo sites and you can (2) except for the search you can to gather a lot of 47.information from it 48.T: you can get there information that is different news? 49.S: yes 50.T: OK [and then] 51.S: ( ) is actually ( ) yahoo mail 52.T: yeah yahoo mail is ( ) 53.S: ( )

Transcript#5 54.S: i don’t know about google as email= 55.T: =gmail yeah that can be interesting to see anyone use gmail? i use gmail 56. an' then yahoo mail 57.and uh and then what other email do you use? 58.S: ( ) ((laughter)) 59.S: hot- hotmail ( ) 60.T: hotmail ok hotmail is the big one 61.S: ( ) 62.T: hotmail and yahoo and how did you choose? 63.((teacher holds right hand out in a “what do you have to say” 64. gesture)) 65.T: i choose g-mail because my friends are using g-mail ( ) dumb but I just - 66.S: ( ) my friends use hotmail 67.T: hotmail so whatever your friends are using not necessarily what’s the 68. best one or not ( ) ah ok: so that’s goodlet’s talk about 69. social networks 70.S:(Switch back to classroom context mode):facebook 71. ((teacher writes on board)) 72. S1: =facebook 73. T: how many people are on facebook 74. S: ()

Community of Practice Community of Discourse Relational Identity

Resources for Joint Intellectual Activity A History A Collective Identity Reciprocal obligations A Discourse

Communities of ? Community of Practice Community of Discourse

Identities Mercer: Collective identities é Boxer and Cortés-Conde: Group Identities (Relational Identities)

Boxer and Cortés-Conde Teacher =

Transcript #2 T: what do you think about that? do you think parents should be allowed to be their kids' fri:ends so they can check up on them? we hear from parents and from kids upset as they are all children S1: i think it doesn't make any uh change because i can have two profiles and the other one my friends S2: ( ) o:h S3: Yeah T: that's what i had thought too yeah yeah yeah S4: ( ) T: that you have like a respectable one for your parents and you have a different one for your friends S5: we have a third one for ( ) ((laughter)) T: So you can have multiple is a main idea it doesn't just have to be one so that is interesting cause a lot of parents feel like they need to check up on their ( )

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Establishing Community of Discourse