Mikhail Baxhtin

Abstract: This article reports on research that questions commonsense understandings of a bilingual pedagogy predicated on what Cummins (2005, 2008) refers to as the “two solitudes” assumption (2008, p. 65). It sets out to describe a flexible bilingual approach to language teaching and learning in Chinese and Gujarati community language schools in the United Kingdom. We argue for a release from monolingual instructional approaches and advocate teaching bilingual children by means of bilingual instructional strategies, in which two or more languages are used alongside each other. In developing this argument, the article takes a language ecology perspective and seeks to describe the interdependence of skills and knowledge across languages. [ABSTRACT FROM AUTHOR]

Abstract: Using narrative theory, this article explores strategic management as a form of fiction. After introducing several key narrative concepts, we discuss the challenges strategists have faced in making strategic discourse both credible and novel and consider how strategic narratives may change within the "virtual" organization of the future. We also provide a number of narrativist-oriented research questions and methodological suggestions.

Abstract: In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of investment and imagined communities/imagined identities (Norton Peirce 1995; Norton 1997, 2000, 2001), showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners' identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future.

Abstract: Despite its centrality to the methods of discourse analysis, transcription has received disproportionately little attention in its own right. In particular need of discussion is the issue of transcription as a practice inherently embedded in relations of power. Examples from a transcript of a police interrogation, from a newspaper transcript of a radio program, and from a variety of linguistic transcripts demonstrate that transcription involves both interpretive decisions (What is transcribed?) and representational decisions (How is it transcribed?). These decisions ultimately respond to the contextual conditions of the transcription process itself, including the transcriber's own expectations and beliefs about the speakers and the interaction being transcribed; the intended audience of the transcript; and its purpose. The two basic transcription styles, naturalized transcription, in which the text conforms to written discourse conventions, and denaturalized transcription, in which the text retains links to oral discourse forms, have equal potential to serve as politicized tools of linguistic representation. A reflexive transcription practice, as part of a reflexive discourse analysis, requires awareness and acknowledgment of the limitations of one's own transcriptional choices.

Abstract: Despite several insightful empirical studies on how new knowledge is created in organizations, there is still no satisfactory answer to the question, how is new knowledge created in organizations? The purpose of this paper is to address this question by focusing on direct social interaction, adopting a dialogical approach. The following argument is advanced. From a dialogical perspective, new knowledge in organizations originates in the individual ability to draw new distinctions concerning a task at hand. New distinctions may be developed because practitioners experience their situations in terms of already constituted distinctions, which lend themselves to further articulation. Further articulation develops when organizational members engage in dialogical exchanges. When productive, dialogue leads to self-distanciation, namely, to individuals taking distance from their customary and unreflective ways of acting as practitioners. Dialogue is productive depending on the extent to which participants engage relationally with one another. When this happens, participants are more likely to actively take responsibility for both the joint tasks in which they are involved and for the relationships they have with others. Self-distanciation leads to new distinctions through three processes of conceptual change (conceptual combination, conceptual expansion, and conceptual reframing), which, when intersubjectively accepted, constitute new knowledge. Several organizational examples, as well as findings from organizational knowledge research, are reinterpreted to illustrate the above points.