Topic
Discourse analysis
About: Discourse analysis is a research topic. Over the lifetime, 16055 publications have been published within this topic receiving 515384 citations. The topic is also known as: DA & discourse studies.
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TL;DR: The authors analyzed discourse features of compositions written in Spanish by secondary school students in Mexico, and drew comparisons with those written in English by Anglo-American students in the United States, and discussed the implications of the results of this research for teaching and evaluating composition skills in Spanish language programs.
Abstract: In the instruction of composition skills in both English and Spanish, teachers need to address language features at the text level, not just at the sentence level.1 Many times students may master the vocabulary and the grammar of a language and still be unable to produce acceptable compositions because of problems due to conflicting discourse patterns-that is, the organization and development of text via the logical arrangement of ideas. This paper will analyze discourse features of compositions written in Spanish by secondaryschool students in Mexico, will draw comparisons with those written in English by Anglo-American students in the United States, and will discuss the implications of the results of this research for teaching and evaluating composition skills in Spanish language programs.
91 citations
TL;DR: It is shown how the framing of the maker, as an empowered subject, presents certain opportunities and limitations for this research discourse, and offers alternative framings of empowerment that can expand maker discourse and its use in contemporary research problems such as SID.
Abstract: We examine the recent move from a rhetoric of “users” toward one of “makers,” “crafters,” and “hackers” within HCI discourse. Through our analysis, we make several contributions. First, we provide a general overview of the structure and common framings within research on makers. We discuss how these statements reconfigure themes of empowerment and progress that have been central to HCI rhetoric since the field's inception. In the latter part of the article, we discuss the consequences of these shifts for contemporary research problems. In particular, we explore the problem of designed obsolescence, a core issue for Sustainable Interaction Design (SID) research. We show how the framing of the maker, as an empowered subject, presents certain opportunities and limitations for this research discourse. Finally, we offer alternative framings of empowerment that can expand maker discourse and its use in contemporary research problems such as SID.
91 citations
TL;DR: In this article, the authors report findings from an ethnographic study that focused on the co-development of science literacy and academic identity formulation within a third-grade classroom, finding that the collective practice of scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms.
Abstract: The purpose of this article is to report findings from an ethnographic study that focused on the co-development of science literacy and academic identity formulation within a third-grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co-development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1111–1144, 2004
91 citations
TL;DR: This paper identified a unique context for exploring lay understandings of language testing, and by extension for characterising the nature of language assessment literacy among non-practitioners, stemming from data in an inquiry into the registration processes and support for overseas trained doctors by the Australian House of Representatives Standing Committee on Health and Ageing.
Abstract: This study identifies a unique context for exploring lay understandings of language testing, and by extension for characterising the nature of language assessment literacy among non-practitioners, stemming from data in an inquiry into the registration processes and support for overseas trained doctors by the Australian House of Representatives Standing Committee on Health and Ageing. The data come from Hansard transcripts of public hearings of the inquiry. Sections of the data related to language and language testing (as part of the current registration process for doctors seeking employment in Australia) were identified and coded using a thematic analysis. Findings reveal misconceptions about who is responsible for tests and for decisions based on scores in this context, as well as misconceptions about language testing procedures. Issues also emerge concerning the location of expertise in language and language testing. Discussion of these findings contributes to current debate within the language testing community (e.g., Taylor, 2009) about where responsibility lies for increasing language assessment literacy among non-practitioner stakeholders, and how this might best be achieved.
91 citations