Bio: Vivien Heller is an academic researcher from University of Wuppertal. The author has contributed to research in topics: Conversation analysis & Embodied cognition. The author has an hindex of 11, co-authored 26 publications receiving 365 citations.
01 Aug 2012
TL;DR: The notion of academic language or academic discourse has been booming in recent years, especially in (second) language teaching as mentioned in this paper, and an ethnomethodological understanding of academic discourse practices is put forward.
Abstract: The notion of academic language or academic discourse has been booming in recent years, especially in (second) language teaching. This rise resembles the proliferation of Bernstein’s ,elaborated‘ and ,restricted code‘ in the 1960s. Against this backdrop, this article first sets out to systematize and critically evaluate the existing research on academic discourse differentiating between communicative, epistemic and social functions of academic discourse. On this basis, an ethnomethodological understanding of academic discourse practices is put forward. This concept takes into account the situatedness of academic discourse practices and acknowledges their role in positioning practices and identity construction, which has been largely neglected. Finally, it is argued that empirical research on practices and norms of academic discourse is a prerequisite for reflecting on the acquisition and teaching of academic language. 1. Einleitung: ,Bildungssprache‘ in aller Munde Mit den Befunden der internationalen Schulleistungsstudien zur Kopplung zwischen sozialer Herkunft, sprachlichen Fähigkeiten und Bildungserfolg ist zunehmend in den Blick der erziehungswissenschaftlichen und sprachdidaktischen Forschung gerückt, dass sprachliches und fachliches Lernen aufs engste miteinander zusammenhängen. Produktive wie rezeptive sprachliche Fähigkeiten stellen in diesem Sinne eine Schlüsselqualifikation par excellence dar, denn sie ermöglichen die Partizipation an Unterrichtsgesprächen, das Verstehen und Verarbeiten von Texten sowie die Erstellung eigener fachlicher Texte und zwar über alle Fächer hinweg
TL;DR: In this article, a concept of academic discourse practices that is grounded in interactional sociolinguistics and ethnomethodological conversation analysis is proposed, emphasizing the importance of contextualization competence for mastering such discursive demands.
TL;DR: This paper investigated the specific discourse practice of explaining during whole-class discussions and found that explaining is a medium for learning since school cannot be thought of without communication and that students at the beginning of secondary school are still in the process of language acquisition and are also still learning how to communicate mathematically.
Abstract: Language, which plays a special role for the learning of mathematics, is investigated in this article for the specific discourse practice of explaining during whole-class discussions: On the one hand, explaining is a medium for learning since school cannot be thought of without communication. On the other hand, students at the beginning of secondary school are still in the process of language acquisition and are also still learning how to communicate mathematically. Thus, students are learning to explain in mathema-tics classrooms. This empirical study focuses on the overall question of how discourse competence, participation in classroom discourse, and mathematical learning opportunities are related. For that purpose, the approach of Interactional Discourse Analysis is introduced to mathematics education research and coordinated with the Interactional-Epistemic Perspective from mathematics education. The relevance of explaining is shown theoretically and empirically and a description is given of how limited discourse competence and limited epistemic participation proceed across situations.
TL;DR: GLOBE is introduced as an analytical tool which functionally links discourse units to conventionalized communicative purposes and reconstructs the interactive achievement of genre-oriented discourse units in a three-branch analysis of jobs, devices and forms.
Abstract: The article deals with larger stretches of talk-in-interaction and argues in favor of a descriptive approach, which integrates the structural requirements of global organization, the special type o...
TL;DR: This article investigated the interplay of communication, socialization practices and educational opportunities by reconstructing the discursive practices of the same children in different contexts: family dinner talk and classroom interaction.
04 Mar 2010
TL;DR: Recording of presentation introducing narrative analysis, outlining what it is, why it can be a useful approach, how to do it and where to find out more.
Abstract: Recording of presentation introducing narrative analysis, outlining what it is, why it can be a useful approach, how to do it and where to find out more. Presentation given at methods@manchester seminar at University of Manchester on 4 March 2010.
01 Jan 2014
TL;DR: Using Language部分的�’学模式既不落俗套,又能真正体现新课程标准所倡导的�'学理念,正是年努力探索的问题.
Abstract: 人教版高中英语新课程教材中,语言运用（Using Language）是每个单元必不可少的部分,提供了围绕单元中心话题的听、说、读、写的综合性练习,是单元中心话题的延续和升华.如何设计Using Language部分的教学,使自己的教学模式既不落俗套,又能真正体现新课程标准所倡导的教学理念,正是广大一线英语教师一直努力探索的问题.
01 Oct 2006
01 Jan 2016
TL;DR: The Tractatus Logico-Philosophicus as mentioned in this paper is a remarkable and strikingly original work which is published in German and English in parallel pages and it is difficult to appreciate the reason for this, seeing that the author is evidently familiar with our language and has himself carefully revised the proofs of the translation.
Abstract: 13 EADERS of Mr. Bertrand Russell's philosophical £v works know that one of his pupils before the outbreak of the war, an Austrian, Mr. Ludwig Wittgenstein, caused him to change his views in some important particulars. Curiosity can now be satisfied. The “Tractatus Logico-Philosophicus “which Mr. Ogden has included in his new library of philosophy is a remarkable and strikingly original work. It is published in German and English in parallel pages. It is difficult to appreciate the reason for this, seeing that the author is evidently familiar with our language and has himself carefully revised the proofs of the translation. Also we should have liked to have the Tractatus without Mr. Russell's Introduction, not, we hasten to add, on account of any fault or shortcoming in that introduction, which is highly appreciative and in part a defence of himself, in part explanatory of the author, but for the reason that good wine needs no bush and that Mr. Russell's bush has the unfortunate effect of dulling the palate instead of whetting the appetite. In his penultimate sentence Mr. Russell says; “To have constructed a theory of logic which is not at any point obviously wrong is to have achieved a work of extraordinary difficulty and importance.” We agree, but how uninspiring when compared with Mr. Wittgenstein's own statement of aim: “What can be said at all can be said clearly, and whereof one cannot speak, thereof one must be silent.” Tractatus Logico-Philosophicus. By Ludwig Wittgenstein. (International Library of Psychology, Philosophy and Scientific Method.) Pp. 189. (London: Kegan Paul and Co., Ltd.; New York: Harcourt, Brace and Co., Inc., 1922.) 10s. 6d. net.