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Personal style and epistemic stance in classroom discussion

Kirkham, Sam (2011) Personal style and epistemic stance in classroom discussion. Language and Literature, 20 (3). pp. 201-217. ISSN 0963-9470

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    Abstract

    This article reports on an analysis of stance-taking in the university classroom, examining how students position themselves in relation to academic knowledge through the epistemic phrases I don’t know and I think. Analysis of specific interactional moments reveals that the meaning of discourse forms is largely indeterminate without an understanding of (1) the immediate discourse context; (2) the place of linguistic forms in an individual’s stylistic repertoire; and (3) the ideologies and social categories that frame that stylistic repertoire. Differential knowledge distribution amongst the students places constraints on what certain individuals can do with particular linguistic forms and this analysis reveals how they utilize the same linguistic resources in different ways in order to do different identity work. Through detailed interactional analysis, I demonstrate that our ability to evaluate classroom discussion as a social practice relies upon our ability to situate that practice within an understanding of individual speakers’ personal styles and the social ideologies that frame them.

    Item Type: Article
    Journal or Publication Title: Language and Literature
    Additional Information: “The final, definitive version of this article has been published in the Journal, Language and Literature, 20 (3), 2011, © SAGE Publications Ltd, 2011 by SAGE Publications Ltd at the Language and Literature page: http://www.uk.sagepub.com/journals/Journal200860 on SAGE Journals Online: http://online.sagepub.com/
    Subjects: P Language and Literature > PE English
    Departments: Faculty of Arts & Social Sciences > Linguistics & English Language
    ID Code: 58767
    Deposited By: ep_importer_pure
    Deposited On: 02 Oct 2012 15:22
    Refereed?: Yes
    Published?: Published
    Last Modified: 10 Apr 2014 00:12
    Identification Number:
    URI: http://eprints.lancs.ac.uk/id/eprint/58767

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