Suzanne B. K. Scollon

Bio: Suzanne B. K. Scollon is an academic researcher. The author has contributed to research in topics: Intercultural communication & Interpersonal communication. The author has an hindex of 6, co-authored 7 publications receiving 3101 citations.

Discourses in Place : Language in the Material World

Abstract: 1: Geosemiotics 2: Indexicality 3: The Interaction Order 4: Visual Semiotics 5: Interlude on Geosemiotics 6: Place Semiotics: Code Preference 7: Place Semiotics: Inscription 8: Place Semiotics: Emplacement 9: Place Semiotics: Discourse in Time and Space 10: Indexicality, Dialogicality, and Selection in Action Glossary References

Intercultural Communication: A Discourse Approach

Abstract: Intro -- Intercultural Communication -- Contents -- Figures -- Series Editor's Preface -- Preface to the First Edition -- Preface to the Second Edition -- Preface to the Third Edition -- 1: What Is a Discourse Approach? -- The Problem with Culture -- Culture is a verb -- Discourse -- Discourse systems -- What Is Communication? -- Language is ambiguous by nature -- We must draw inferences about meaning -- Our inferences tend to be f ixed, not tentative -- Our inferences are drawn very quickly -- Interdiscourse communication and English as a global language -- What This Book Is Not -- Researching Interdiscourse Communication -- Four processes of ethnography -- Four types of data in ethnographic research -- Choosing a site of investigation -- Discussion Questions -- References for Further Study -- 2: How, When, and Where to Do Things with Language -- Sentence Meaning and Speaker's Meaning -- Speech Acts, Speech Events, and Speech Situations -- Grammar of Context -- Seven main components for a grammar of context -- Scene -- Key -- Participants -- Message form -- Sequence -- Co-occurrence patterns, marked and unmarked -- Manifestation -- Variation in context grammar -- "Culture" and Context -- High context and low context situations -- Researching Interdiscourse Communication -- Using the "grammar of context" as a preliminary ethnographic audit -- Discussion Questions -- References for Further Study -- 3: Interpersonal Politeness and Power -- Communicative Style or Register -- Face -- The "self" as a communicative identity -- The Paradox of Face: Involvement and Independence -- Politeness strategies of involvement and independence -- Linguistic strategies of involvement: some examples -- Linguistic strategies of independence: some examples -- Face Systems -- Three Face Systems: Deference, Solidarity, and Hierarchy -- Deference face system (−P, +D).

Intercultural Communication: A Discourse Approach

Abstract: Intro -- Intercultural Communication -- Contents -- Figures -- Series Editor's Preface -- Preface to the First Edition -- Preface to the Second Edition -- Preface to the Third Edition -- 1: What Is a Discourse Approach? -- The Problem with Culture -- Culture is a verb -- Discourse -- Discourse systems -- What Is Communication? -- Language is ambiguous by nature -- We must draw inferences about meaning -- Our inferences tend to be f ixed, not tentative -- Our inferences are drawn very quickly -- Interdiscourse communication and English as a global language -- What This Book Is Not -- Researching Interdiscourse Communication -- Four processes of ethnography -- Four types of data in ethnographic research -- Choosing a site of investigation -- Discussion Questions -- References for Further Study -- 2: How, When, and Where to Do Things with Language -- Sentence Meaning and Speaker's Meaning -- Speech Acts, Speech Events, and Speech Situations -- Grammar of Context -- Seven main components for a grammar of context -- Scene -- Key -- Participants -- Message form -- Sequence -- Co-occurrence patterns, marked and unmarked -- Manifestation -- Variation in context grammar -- "Culture" and Context -- High context and low context situations -- Researching Interdiscourse Communication -- Using the "grammar of context" as a preliminary ethnographic audit -- Discussion Questions -- References for Further Study -- 3: Interpersonal Politeness and Power -- Communicative Style or Register -- Face -- The "self" as a communicative identity -- The Paradox of Face: Involvement and Independence -- Politeness strategies of involvement and independence -- Linguistic strategies of involvement: some examples -- Linguistic strategies of independence: some examples -- Face Systems -- Three Face Systems: Deference, Solidarity, and Hierarchy -- Deference face system (−P, +D).

Professional Communication in International Settings

Abstract: List of Figures. Preface. 1.Analyzing Communication in the International Workplace.2. The Telephone Call: When Technology Intervenes.3. The Resume: A Corporate "Trojan Horse".4. The Presentation: From Dale Carnegie to Ananova the Avatar.5. The Meeting: Action or Ratification?6. The Reflective View: Seeing Ourselves as Others See Us.Appendices: Reflective Self-Assessment. 1: The Communication Display Portfolio Exchange Planner.2: Presenting Across Cultures.3: Suggestions for Users.Further Reading. References. Index.

Discourse: A Critical Introduction

Abstract: This engaging 2005 introduction offers a critical approach to discourse, written by an expert uniquely placed to cover the subject for a variety of disciplines. Organised along thematic lines, the book begins with an outline of the basic principles, moving on to examine the methods and theory of CDA (critical discourse analysis). It covers topics such as text and context, language and inequality, choice and determination, history and process, ideology and identity. Blommaert focuses on how language can offer a crucial understanding of wider aspects of power relations, arguing that critical discourse analysis should specifically be an analysis of the 'effects' of power, what power does to people, groups and societies, and how this impact comes about. Clearly argued, this concise introduction will be welcomed by students and researchers in a variety of disciplines involved in the study of discourse, including linguistics, linguistic anthropology and the sociology of language.

Developing a Sociocritical Literacy in the Third Space

Abstract: This essay argues for a paradigm shift in what counts as learning and literacy education for youth. Two related constructs are emphasized: collective Third Space and sociocritical literacy. The construct of a collective Third Space builds on an existing body of research and can be viewed as a particular kind of zone of proximal development. The perspective taken here challenges some current definitions of the zone of proximal development. A sociocritical literacy historicizes everyday and institutional literacy practices and texts and reframes them as powerful tools oriented toward critical social thought. The theoretical constructs described in this article derive from an empirical case study of the Migrant Student Leadership Institute (MSLI) at the University of California, Los Angeles. Within the learning ecology of the MSLI, a collective Third Space is interactionally constituted, in which traditional conceptions of academic literacy and instruction for students from nondominant communities are contested and replaced with forms of literacy that privilege and are contingent upon students' sociohistorical lives, both proximally and distally. Within the MSLI, hybrid language practices; the conscious use of social theory, play, and imagination; and historicizing literacy practices link the past, the present, and an imagined future. [Note: The author discusses the research presented in this article in a podcast presented by the “Voice of Literacy”: http:www.voiceofliteracy.orgposts28304]. 本文认为有需要转换一个新的思维典模，去看清楚青年所学习的，与所接受的读写教育，什么是最重要。本文着重两个相关的建构: 集体性第三空间与会批判式的读写能力。集体性第三空间这个建构，是从文献记载的研究中建立而成，它可以视作为一种特殊的最近发展区。这观点质疑一些最近发展区的流行定义。社会批判式的读写能力这个建构，把日常与制度上的读写惯例与篇章历史化，并给予新的框架作为指导批判性社会思想的总方针。本文所描述的理论建构是从一个洛杉矶加州大学移民学生领导能力协会(MSLI)的经验个案推究得出的。在这个移民学生领导能力协会的学习生态里，一个集体性第三空间因互动而产生。在这个集体性第三空间里，对学术性读写能力的传统看法，以及为弱势社群学生所提供的教学，均受质疑。取而代之是多样读写能力的看法。这些多样读写能力是因学生不同的實際生活情況的需要而有有选择性的差异，而这些實際生活情況是与学生的远距离与近距离的社會歷史息息相关。在这个移民学生领导能力协会里，混合的语言惯例、社會理論的自覺运用、 玩耍、想像、以及把读写惯例历史化的做法等都与过去、现在、和想象的将来连接起来。 [Podcast: http:www.voiceofliteracy.orgposts28304]. Cet essai fait etat d'un changement de paradigme relatif a ce qui est important en termes d'apprentissage et d'enseignement pour les jeunes. L'accent est mis sur deux concepts lies l'un a l'autre: le Troisieme Espace collectif et le lettrisme sociocritique. Le concept de Troisieme Espace collectif repose sur un corpus de recherche existant et peut etre considere comme une sorte de zone de prochain developpement. La perspective adoptee ici met en question certaines definitions habituelles de la zone de prochain developpement. Un lettrisme sociocritique historicise le quotidien, les pratiques de lettrisme institutionnelles et les ecrits, et les restructure en tant que puissants outils orientes vers une pensee sociale et critique. Les concepts theoriques presentes dans cet essai sont issus d'une etude de cas empirique de l'« Institut de Direction des Etudiants Immigrants » (Migrant Student Leadership Institute - MSLI) de l'universite de Californie a Los Angeles. Au sein de l'ecologie de l'apprentissage de cet institut un Troisieme Espace collectif s'est constitue de facon interactive, dans lequel les conceptions traditionnelles du lettrisme academique et de l'instruction destinee aux etudiants des communautes non dominantes ont ete contestees et remplacees par des formes de lettrisme qui privilegient et sont contingentes a la vie socio historique des etudiants, aussi bien proche que lointaine. Au sein de l'Institut, des pratiques hybrides de langage, l'utilisation deliberee de la theorie sociale, le jeu et l'imaginaire, et l'historicisation des pratiques de lettrisme font le lien entre le passe, le present et le futur imagine. [Podcast: http:www.voiceofliteracy.orgposts28304]. يقدم هذا المقال حججا لتحويل نموذجي في ما يعتبر تعلم وتعليم القراءة والكتابة للشباب. ونذكر منظورين مترابطين: المكان الثالث الجمعي والقراءة والكتابة في النظرية الاجتماعية النقدية. يبني منظور المكان الثالث الجمعي على أعمال بحثية قائمة ومن المستطاع أن يعتبر نوعا خاصا من منطقة النمو القريب المدى. يتحدى الموقف المأخوذ ها هنا بعض التعريفات الحديثة لمنطقة النمو القريب المدى. تتأرخ معرفة القراءة والكتابة الاجتماعية النقدية ممارسات يومية ومعرفة القراءة والكتابة المعهدية ونصوصها ويعيد إطارها كأدوات قوية تتوجه إلى تفكير اجتماعي نقدي. اشتقت المفاهيم النظرية الموصوفة في هذا المقال من حالة دراسة ميدانية لمعهد قيادة طلاب المهاجرين بحامعة كاليفورنيا في لوس أنجليس. ومن ضمن البيئة التعلمية لدى المعهد، يتكون المكان الثالث تفاعليا بحيث المفاهيم التقليدية لمعرفة القراءة والكتابة التعلمية والتعليمية للطلاب من مجتمعات أقلية متحدية وبالتالي مستبدلة بأشكال معرفة القراءة والكتابة التي تميز وتعتمد على حياة الطلبة الاجتماعية التاريخية من قريب وبعيد. وفي المعهد، تربط ممارسات اللغة الهجينية، واستخدام النظرية الاجتماعية عن عمد في اللعب والتخيل، وتأرخ ممارسات معرفة القراءة والكتابة إلى الماضي والحاضر والمستقبل المتخيل. [Podcast: http:www.voiceofliteracy.orgposts28304]. В данном эссе приводятся доводы в пользу изменения парадигмы, используемой при обучении молодежи и становлении грамотности среди молодых людей. Основное внимание уделяется двум взаимосвязанным категориям: коллективному третьему пространству и социокритической грамотности. Само понятие коллективного третьего пространства основано на существующих исследованиях и может рассматриваться как один из типов зоны ближайшего развития. Предложенная в статье точка зрения на зону ближайшего развития коренным образом отличается от современных представлений об этом явлении. Социокритическая грамотность рассматривает практику и тексты, существующие в рамках бытовой и институциональной грамотности, как исторические явления, а затем создает из них мощные инструменты, ориентированные на развитие критической общественной мысли. Теоретические конструкты, описанные в данном эссе, берут свое начало в эмпирическом социологическом исследовании, проведенном Институтом лидерства студентов-иммигрантов (MSLI) Калифорнийского университета Лос-Анджелеса. В соответствии с практикуемыми в MSLI подходами к обучению, коллективное третье пространство формируется в интерактивном взаимодействии, когда ломаются традиционные концепции академической грамотности и обучения студентов из недоминантных сообществ, и им предлагаются формы грамотности, которые обеспечивают им привилегии и всецело – и в зоне ближайшего, и в зоне отдаленного развития – зависят от социоисторических параметров жизни студентов. На территории MSLI практикуется смешение языков, сознательное использование социальной теории, игры, полета фантазии и исторического подхода к развитию грамотности, что позволяет связать прошлое, настоящее и предполагаемое будущее. [Podcast: http:www.voiceofliteracy.orgposts28304]. Este ensayo aboga por un cambio en el paradigma sobre lo que se considera ensenanza y educacion de la cultura escrita en los jovenes. Se enfatizan dos constructos relacionados: el Tercer Espacio colectivo y la cultura escrita sociocritica. El constructor del Tercer Espacio colectivo se basa en una fuente existente de investigacion y puede ser considerado como una zona de desarrollo proximal. El punto de vista que se aboga en este ensayo pone en tela de juicio algunas de las definiciones corrientes de la zona de desarrollo proximal. La cultura escrita sociocritica interpreta desde una perspectiva historica los textos y las practicas de alfabetizacion institucionales y rutinarias, y los vuelve a enmarcar como instrumentos poderosos orientados al pensamiento social critico. Los constructos teoricos descritos en este ensayo proceden del estudio empirico de un caso del Instituto de Liderazgo de Estudiantes Migratorios (MSLI) en la Universidad de California, Los angeles. Dentro de la ecologia de aprendizaje del MSLI, se constituye de forma reciproca un Espacio Tercero en el cual los conceptos tradicionales de instruccion y alfabetizacion academica para los estudiantes de comunidades no predominantes son cuestionadas y remplazadas con formas de alfabetizacion que privilegian y dependen de las vidas sociohistoricas, tanto cercanas como lejanas, de los estudiantes. Dentro del MSLI, practicas hibridas de lengua, el uso conciente de teoria social, el juego y la imaginacion, y la historizacion de practicas de alfabetizacion enlazan el pasado, el presente y el futuro imaginado. [Podcast: http:www.voiceofliteracy.orgposts28304].

Gender and Politeness

Abstract: Introduction Given the model of gender described in the last chapter, and given the model of linguistic politeness as described in chapters 2 and 3, it is difficult, if not impossible, simply to approach the relation between gender and politeness as a question of an investigation of the production, by individual men or women of a number of linguistic features which are assumed to be unequivocally polite or impolite. What I should like to do instead is to consider the complexity of the relationship between gender and politeness, so that the common-sense nature of gender and politeness and their relation to each other is troubled. Here, I aim to analyse the way that certain practices which are considered to be polite or impolite are, within particular communities of practice, stereotypically gendered. As I discussed in chapter 4, these stereotypes do not actually exist as such, but are hypothesised by particular speakers and hearers within communities of practices, on the basis of their representation by others, and are then negotiated with. It is this connection between gendering of practices and assessments of politeness and impoliteness which is of interest. These stereotypes of behaviour which are considered to be appropriate within particular contexts feed back into individual participants' assessments of what is appropriate in terms of their own behaviour. First, in this chapter, I analyse stereotypes of gender and politeness, and then move on to a discussion of the theoretical work on gender and politeness which I argue seems to replicate stereotypical views of women's politeness, rather than describing women's or men's actual linguistic performance or interpretative frameworks.

Impoliteness: Using Language to Cause Offence

Abstract: Introducing impoliteness 1. Understanding impoliteness I: face and social norms 2. Understanding impoliteness II: intentionality and emotions 3. Impoliteness metadiscourse 4. Conventionalised formulaic impoliteness and its intensification 5. Non-conventionalised impoliteness: implicational impoliteness 6. Impoliteness events: co-texts and contexts 7. Impoliteness events: functions 8. Conclusions.