김용진

Bio: 김용진 is an academic researcher. The author has contributed to research in topics: Discourse community & Domain of discourse. The author has an hindex of 1, co-authored 1 publications receiving 1804 citations.

Boundary Crossing and Boundary Objects

Abstract: Diversity and mobility in education and work present a paramount challenge that needs better conceptualization in educational theory. This challenge has been addressed by educational scholars with the notion of boundaries, particularly by the concepts of boundary crossing and boundary objects. Although studies on boundary crossing and boundary objects emphasize that boundaries carry learning potential, it is not explicated in what way they do so. By reviewing this literature, this article offers an understanding of boundaries as dialogical phenomena. The review of the literature reveals four potential learning mechanisms that can take place at boundaries: identification, coordination, reflection, and transformation. These mechanisms show various ways in which sociocultural differences and resulting discontinuities in action and interaction can come to function as resources for development of intersecting identities and practices.

Defining academic literacies research: issues of epistemology, ideology and strategy

Abstract: Academic literacies research has developed over the past 20 years as a significant field of study that draws on a number of disciplinary fields and subfields such as applied linguistics and sociolinguistics, anthropology, sociocultural theories of learning, new literacy studies and discourse studies. Whilst there is fluidity and even confusion surrounding the use of the term ‘academic literacies’, we argue in this paper that it is a field of enquiry with a specific epistemological and ideological stance towards the study of academic communication and particularly, to date, writing. To define this field we situate the emergence of academic literacies research within a specific historical moment in higher education and offer an overview of the questions that the research has set out to explore. We consider debates surrounding the uses of the singular or plural forms, academic literacy/ies, and, given its position at the juncture of research/theory building and application, we acknowledge the need for strategic as well as epistemological and ideological understandings of its uses. We conclude by summarising the methodological and theoretical orientations that have developed as ‘academic literacies’, conceptualised as a field of inquiry, has expanded, and we point to areas that merit further theoretical consideration and empirical research.

Creative Teaching: Collaborative Discussion as Disciplined Improvisation

Abstract: Teaching has often been thought of as a creative performance. Although comparisons with performance were originally intended to emphasize teacher creativity, they have become associated instead with contemporary reform efforts toward scripted instruction that deny the creativity of teachers. Scripted instruction is opposed to constructivist, inquiry-based, and dialogic teaching methods that emphasize classroom collaboration. To provide insight into these methods, the “teaching as performance” metaphor must be modified: Teaching is improvisational performance. Conceiving of teaching as improvisation highlights the collaborative and emergent nature of effective classroom practice, helps us to understand how curriculum materials relate to classroom practice, and shows why teaching is a creative art.

The Linguistic Repertoire Revisited

Abstract: This article argues for the relevance of poststructuralist approaches to the notion of a linguistic repertoire and introduces the notion of language portraits as a basis for empirical study of the way in which speakers conceive and represent their heteroglossic repertoires. The first part of the article revisits Gumperz’s notion of a linguistic repertoire, and then considers the challenge to the concept represented by the conditions of super-diversity. It then argues that poststructuralist approaches, exemplified in the work of Jacques Derrida and Judith Butler, add an exploration of previously neglected factors such as the power of categories or the significance of desire in language. In the second part, this article considers a novel methodological approach to studying linguistic repertoires: a multimodal, biographical approach using a language portrait, which involves a close reading of the visual and verbal representation of linguistic experience and linguistic resources. The final part of the article discusses how a poststructuralist approach can contribute to expanding the notion of ‘repertoire’.

The limits of children’s voices: From authenticity to critical, reflexive representation:

Abstract: This article provides a critique of the preoccupation with children’s voices in child-centred research by exploring their limits and problematizing their use in research. The article argues that critical, reflexive researchers need to reflect on the processes which produce children’s voices in research, the power imbalances that shape them and the ideological contexts which inform their production and reception, or in other words issues of representation. At the same time, critical, reflective researchers need to move beyond claims of authenticity and account for the complexity behind children’s voices by exploring their messy, multi-layered and non-normative character.