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| CASLC End of Academic Year Celebratory Talk given by Professor Jenny Mandelbaum + | '''The 3rd Annual CASLC End-of-Academic-Year Celebratory Talk''' The Centre for Advanced Studies in Language & Communication (CASLC) at the University of York is delighted to present a talk by… Professor Jenny Mandelbaum i Co-authored with Professor Gene Lerner ii On the Communicative Affordances of Instrumental Action: Offering Meal Service to Others, Whilst Serving Oneself i Rutgers University, USA ii University of California, Santa Barbara, USA '''Date: Thursday 30th June 2022 Time: 4.00pm-5.30pm (UK time)''' 'Place:' Zoom. If you’re on the CASLC or CASLC-guest mailing list, you will receive a zoom link via google calendar. If you’re not on our mailing list, you can register here: https://bit.ly/3NkAodE '''Abstract''' We begin with this simple observation: Taking food can present an occasion for offering food. The sheer visibility of mealtime self-service to other diners (reflexively) furnishes both a context and an account for these offers of service. Not only does mealtime self-service furnish a public launching pad for offering service to others, but the placement of that offer – either on the way to serving oneself or just after having done so – can frame the offer, casting it as a ‘no bother, while I’m at it’ offer. Furthermore, an Offerer can modify the path of their self-service so as to overtly promote the offer: The self-service Manual Action Pathway can be fashioned so as to incorporate visible preparation to serve the Offeree, just before or just after their own self-service. The report then takes up those offers made just as the actual transfer of food or drink is carried out. These offers are recurrently coterminous with the transfer, and thereby become fulfilment-ready just as the transfer reaches its material completion. In sum, in this report, we are able to specify just how practical embodied conduct can contribute to the formation of communicative action – thus providing a way to ground the concept of social solidarity, when applied to offers and their acceptance/declination, in the visible practices of self-service organization. + |
| CASLC Feb. 2 2023 Dr. Marco Pino Bases of misgendering in social interaction + | The Centre for Advanced Studies in Language & Communication (CASLC) is delighted to present a talk by… Dr Marco Pino Loughborough University Paper co-authored with Dr David Edmonds The University of Hong Kong Bases of misgendering in social interaction Date: Thursday 2nd February 2023 Time: 2.30pm-4.00pm (UK time) Place: Hybrid. In person: LMB/102b (the Boardroom in the Law and Sociology building) Campus East, University of York. You do not need to register if you’re on one of our mailing lists. If you’re not on our mailing list, you can register for the talk by filling in the form at this link: https://bit.ly/3hxuQC5. If you’re unable to use the online registration form, please contact: merran.toerien@york.ac.uk '''Abstract''' Misgendering refers to a set of practices through which people are miscategorised in terms of their gender. Whilst this can happen to anybody, being misgendered has profoundly negative and exclusionary outcomes for people whose gender self-designations do not align to the ‘sex’ assigned to them at birth (including transgender and non-binary people). Previous research carried out on textual media (Ansara & Hegarty, 2013; Capuzza, 2015; Gupta, 2019; Ingram, 2019) showed how practices of misgendering embody and reproduce several cisgenderist assumptions—cisgenderism being “the ideology that delegitimises people’s own designations of their genders and bodies” (Ansara & Hegarty, 2014, p. 260). Our research aims to advance understandings in this area by investigating misgendering in social interaction. We examine a collection of instances of misgendering from openly accessible video sharing platforms and podcasts featuring different types of interaction (for the most part, broadcast interviews and debates, and interactions in public spaces). Drawing upon ethnomethodology, we consider misgendering as a breaching moment in which otherwise smooth and unnoticed practices of gender attribution fail or are subject to contestation. We then focus on participants’ orientations to the accountability of those breaches. By analysing participants’ accounts, we hope to gain access to publicly displayed understandings of the bases of misgendering. These bases are the normative considerations that participants invoke to account for, and normalise, the gender (mis)attribution that a misgendering embodies. We show that these accounts embody normative understandings of gender grounded in two sets of assumptions: the mapping of gender onto cues associated with external appearance; and the mapping of present gender designations onto former gender designations. We further draw on feminist conversation analysis to investigate not only what participants say, but also what they appear to omit from their accounts, thus tacitly reproducing taken for granted assumptions about gender. In these ways, we hope to contribute to understandings of how gender is reproduced in social interaction. + |
| CASLC Seminar: Heidi Kevoe-Feldman + | The Centre for Advanced Studies in Language & Communication (CASLC) at the University of York is delighted to present a talk by Dr. Heidi Kevoe-Feldman (Northeastern University), entitled, The arc of the emergency call: Finding human-agency and actions that shape police outcomes. Date: Thursday 14th November 2024 Time: 2.00pm-3.30pm (UK time) Place: Zoom. To register for a zoom link, please visit: https://sites.google.com/york.ac.uk/caslc Abstract The emergency call is the first step in a larger process of requesting and sending help. That is, the caller’s request ends with a promise of fulfilment, projecting additional steps beyond the initial emergency call. In this talk, I open the domain of emergency call research by considering the next two steps in request fulfilment, dispatching first responders to the emergency, and the officer’s report back to the agency which concludes the activity. Through a series of projects using conversation analysis, I show how interactions between emergency dispatchers (9-1-1) and their callers shape police action in the field, and how findings are incorporated into training, policy making, and improving communication between call takers and first-responders. Speaker biography Heidi Kevoe-Feldman, EMD is an Associate Professor in the Communication Studies Department at Northeastern University in Boston, MA. Her research focuses on language and interaction practices in emergency communication settings, specifically examining low-frequency, high-impact calls involving mental health callers and emergency medical cases. She focuses on how call takers manage interactional problems such as caller resistance, emotional outbursts, and unexpected medical emergencies that block or delay the timely provision of service. Her research forms the basis of evidence-based training that contributes to policy change on caller management practices and enhanced quality assurance for emergency communication management. Dr. Feldman regularly shadows dispatchers in the call centers, and received her certification as a telecommunicator, emergency medical dispatcher, and crisis negotiator for telecommunicators. + |
| CASLC Talk: 17 March 2022 Kevin Whitehead & Geoff Raymond on "Cross-Cutting Preferences in Interactional Trajectories Toward Violence" + | *'''Date:''' Thursday 17th March 2022 *'''Time:''' 4.00pm-5.30pm (UK time) *'''Place:''' Zoom. If you’re on the CASLC or CASLC-guest mailing list, you will receive a zoom link via google calendar. If you’re not on our mailing list, you can register for the talk by visiting https://bit.ly/3sq3EYn <u>If you’re unable to use the online registration form, please contact: merran.toerien@york.ac.uk.</u> ==Abstract== Scholarship on the contours of violent conduct has taken on renewed urgency in light of recent social commentary documenting the increasing prominence of threats and uses of violence across a range of political, institutional, and other social conflicts (see, e.g., Homans 2021; Osnos 2020; Palmer and Zick 2021). While contemporary scholarship in this area has converged in focusing on, “Not violent individuals, but violent situations ...” (Collins 2008:1-2), researchers have offered seemingly contradictory accounts for the situated production of violent conduct. Collins (2008, 2009, 2012, 2013, 2019) proposes that violence is difficult to carry out by describing psychological and situational barriers against its enactment, and argues that violence “run right against the conventional morality of normal situations” (Collins 2008:4). In contrast, Fiske and Rai (2015) draw on an approach rooted in moral psychology to contend that most violence is “morally motivated to regulate social relationships” (Fiske and Rai 2015:301) and thus that moral injunctions propel participants toward acting violently. To address these apparent contradictions, we use a conversation analytic approach to identify the situated reasoning and actions through which participants in video recorded conflicts manage, moment-by-moment, the potentially variable morality of violent conduct. Specifically, we document two normative preferences that have “cross-cutting” implications for the realization (or not) of violence once one or more parties have projected its possible use. As we show, participants orient to a difference between the moral legitimacy of producing violent actions that are, or claim to be, responsive to another’s violent action and thus defensive, as compared with initiating violence. In addition, however, we find that participants orient to a second, cross-cutting preference that privileges progress toward the realization of physical violence once it has been projected: Once at least one party has threatened or invited it, progress toward violence is treated as expected and movement away from it is treated as an accountable alternative. As our analysis shows, much of what is readily observable in (potentially) violent encounters (including what previous scholars have observed) can be understood in terms of participants simultaneously managing these countervailing preferences, and the practices they deploy in the course of struggling to do so. In this way, our analysis both elucidates some systematic features of the interactional and moral organization of (potentially) violent conflicts and extends conversation analytic findings regarding preference organization. + |
| CASLC Talk: Dr Liz Holt 2022 + | The Centre for Advanced Studies in Language and Communication (CASLC) at the University of York is delighted to present a talk by… Dr Liz Holt Guerrilla stance-work: Formulations of negative emotional state at transitional moments Date: Thursday 17 th November 2022 Time: 2.30-4pm (UK time) Place: Hybrid. In person: RCH/204 – Ron Cooke Hub on Campus East, University of York. See: https://www.york.ac.uk/about/transport-maps-parking/ You can also join remotely by zoom. If you’re on the CASLC or CASLC-guest mailing list, you will receive azoom link via google calendar. If you’re not on our mailing list, you can register by following this link: https://bit.ly/CASLCsignUp If you’re unable to use the online registration form, please contact: merran.toerien@york.ac.uk. '''Abstract''' This talk presents conversation analytic research into a collection of extracts where participants produce negative formulations of their affective stances. Explicit negative assessments of emotional state are rare in the wider corpus of ordinary talk, and evidence suggests they may be in interaction more generally. According to Ruusuvuori, (2013: 330), "Although all talk is affective to some extent, emotion is seldom the central focus of the ongoing activity". Analysis of these actions reveals commonalities in terms of: 1. their design - for example, as well as including negative assessments of the speaker's state such as "miserable" and "despondent", they also include mitigating components such as "a bit", sometimes", and laughter 2. the sequence to which they contribute - they occur at points of possible transition to a new matter, or closing, and are followed by talk that pursues the matter raised in the formulation of state, but in pragmatic terms rather than addressing the emotion itself. Thus, I show how brief, multi-faceted references to negative emotional states evoke troubles, while at the same time doing some "troubles-resistance" (Jefferson, 2015), at moments of transition. '''References''' Jefferson, G. (2015). Talking about Troubles in Conversation. Edited by P. Drew, J. Heritage, G.H. Lerner. A. Pomerantz. Oxford: Oxford University Press. Ruusuvuori, J. (2013). Emotion, affect, and conversation. In J. Sidnell & T. Stivers (eds.), The Handbook of Conversation Analysis. Chichester: Wiley-Blackwell, pp. 330-349. + |
| CASLC talk + | The Centre for Advanced Studies in Language and Communication is delighted to announce its next talk, to be given by Dr Danielle Jones from the University of Bradford. Date: Thursday 8th May 2025 Time: 2.00pm-3.30pm (UK time) Place: zoom. For more details, and to register, please visit the CASLC website. + |
| CASLC talk by Dr Ignacio Satti + | The Centre for Advanced Studies in Language and Communication at York is delighted to host Dr Ignacio Satti from the University of Milan. Dr Satti will present a talk entitled, "Dialectal Diversity in Social Interaction: Insights from Spanish Interdialectal Encounters in Diaspora". Those already on the CASLC guest mailing list will receive receive a zoom link via google calendar. If you’re not on our mailing list, you can register by filling in this form: https://forms.gle/n5BkrqkrLE9ikJo96. If you’re unable to use the registration form, please contact: merran.toerien@york.ac.uk + |
| CASLC talk by Dr Matthew Butler + | We are delighted to continue our tradition of inviting successful PGRs from the Centre for Advanced Studies in Language and Communication (CASLC) at the University of York to present some of their PhD research as part of the CASLC seminar programme. Dr Matthew Butler completed his PhD in Sociology at York in August last year and is now a postdoctoral researcher at the University of Leicester. We look forward to hearing him present at the next CASLC event on the 12th March from 2.00-3.30pm on zoom. If you are on the CASLC guest mailing list, you will receive the link without registering. If you are not on the list, [https://forms.gle/jTNMWf47816i8WFb9 please register by following this link]. Abstract This talk presents Conversation Analytic work into a collection of interrelated interactional phenomena discovered in broadcast talk. We focus firstly on question design, exploring a novel practice that news interviewers adopt to simultaneously block potential responses an interviewee may produce, while also talking aspects of the broadcast talk social institution into being (e.g., legal constraints or social norms) prior to issuing a question. Our attention then turns to response design, where we explore a puzzling phenomenon involving interviewees issuing two contrastive responses to a question. Here, we show that the choice of response design enables interviewees to display alternate ways they have heard the question which producing a single response cannot achieve. The presentation demonstrates the ubiquity of question and response design as an integral resource for news interviewers and interviewees to ‘do’ aspects of their job while managing context-specific concerns and constraints they face because the interaction takes place for an overhearing audience. + |
| CASLC talk by Dr Virginia Calabria + | The Centre for Advanced Studies in Language & Communication at the University of York is delighted to host a talk by Dr Virginia Calabria from Durham University. Dr Calabria will present on: Identity at work: exploring Social Workers’ roles and identities to understand their wellbeing in the workplace. date: Friday 12th December 2025 time: 11.00am -12.30pm (UK time) place: zoom. To obtain a link, please register if you not on the CASLC guest mailing list. https://forms.gle/ty8rfg6dP9LBDG5Z9 + |
| CASLC talk by Galina Bolden 13th May 2021 + | The Centre for Advanced Studies in Language & Communication (CASLC) is delighted to present a talk by… [[File:Bolden.png|150px]] Professor Galina Bolden Department of Communication, Rutgers University, USA Error correction as a site for negotiating epistemic responsibilities * Date: Thursday 13th May 2021 * Time: 2.30pm-4.00pm (UK time) * Place: Zoom. If you’re on the CASLC-guest mailing list, you will receive a zoom link via google calendar. If you’re not on our mailing list, you can register for the talk online here: https://bit.ly/3xG8kKh. If you’re unable to use the online registration form, please contact: merran.toerien@york.ac.uk. Abstract In this paper I explore how cultural identities are talked into being by examining how participants manage displayed gaps in what they might be obliged to know. Building on a rich tradition of research into error correction and conversational repair (e.g., Drew, 1997; Jefferson, 1974, 1987, 2007; Kitzinger 2013; Raymond & Sidnell, 2019; Robinson, 2006; Schegloff, Jefferson, Sacks, 1977), I show how error correction practices – from “non-correction” (Jefferson, 1987 [2018]) to “embedded correction” (Jefferson, 1987) to “aggravated correction” (Goodwin, 1983) – can be used to negotiate identity-bound knowledge so as to ascribe or disavow particular cultural identities. I analyze how error correction practices are shaped by and adapted to the local interactional context in which an error is made, on the one hand, and to the identity ascribed to the error producer, on the other hand. Overall, the paper develops our understanding of epistemics (Heritage, 2013) as a resource for enacting identities in interaction, and elaborates the concept of epistemic responsibility. Biography: Galina Bolden is Professor in the Department of Communication, Rutgers University, USA. She has conducted conversation analytic research into the organization of talk-in-interaction in English and Russian languages in ordinary and institutional settings. She is the co-author (with Alexa Hepburn) of Transcribing for Social Research and is currently co-editing (with John Heritage and Marja-Leena Sorjonen) Responding to polar questions across languages and contexts. + |
| CASLC talk by Prof Gonzalez-Martinez + | The Centre for Advanced Studies in Language and Communication at the University of York is delighted to host a talk by Professor Esther González-Martínez from the University of Fribourg, Switzerland. Title: Recruitment in sight: questioning the initial recruiting utterance. Date: Thursday 23rd April 2026 Time: 2.00pm-3.30pm (UK time) Place: zoom. If you're on the CASLC guest mailing list, you will receive a zoom link automatically. If not, you can register for the talk by filling in a short form: https://forms.gle/CEiBYrg6xbKE6ad96. Abstract: This presentation is based on the analysis of unscheduled interactions between hospital staff in two acute care facilities in French-speaking Switzerland. In collaboration with colleagues, I have examined video recordings of corridor talk among team members in an outpatient clinic as well as audio recordings of telephone conversations between surgical nursing staff and other hospital personnel. Most of these interactions consist of a very brief verbal exchange, lasting less than one minute, centred on a single main activity: securing the involvement of a co-worker in a new practical task. The staff member initiating the exchange thus swiftly produces an utterance that states or implies the expected practical engagement from their interlocutor. The presentation will detail several studies, we have conducted on this basis in recent years. These focus on the identification of the initial recruiting utterance and the function of some of the preceding talk, which is oriented towards spatially locating the prospective participants, securing their attention, checking availability, and communicating background information. These studies also examine initial recruiting utterances that diverge from conventional forms of requests or reports, in that they consist of brief, declarative statements which do not refer to a need, a want, or a trouble, nor to remedial action. In presenting these findings, I aim to highlight the interest of 'recruitment' as an analytical phenomenon and to further explore the empirical questions it raises. + |
| CASLC talk by Professor Beatrice Szczepek Reed 3rd February 2022 + | The Centre for Advanced Studies in Language & Communication (CASLC) is delighted to present a talk by Professor Beatrice Szczepek Reed, School of Education, Communication and Society King’s College, London, UK Title: The embodied design of instructions and their uptake: depictions and demonstrations in voice lessons * Date: Thursday 3rd February 2022 * Time: 2.30pm-4.00pm (UK time) * Place: Zoom. If you’re on the CASLC-guest mailing list, you will receive a zoom link via google calendar. If you’re not on our mailing list, you can register for the talk by clicking on the following link: https://bit.ly/30Y4ReK If you’re unable to use the online registration form, please contact: merran.toerien@york.ac.uk. Abstract This presentation investigates how participants’ bodies are engaged in the instruction and learning of an embodied skill (singing). The paper interrogates the concept of ‘depiction’ (Clark, 2016; Streeck, 2009) and introduces a distinction between ‘depictions’ and ‘demonstrations’. The two differ in their turn design and recipient uptake. Depictions reference mental concepts and are offered up for interpretation. They are embodied actions that are part of the instruction of conceptualised learnables; for example, the gestural drawing of a rising-falling shape while teaching ‘portamento’. Where recipients respond to depictions, they do so by showing understanding, for example, through nodding and/ or okay and similar response tokens. Demonstrations reference the embodied actions of others and make them accountable. They either imitate others’ previous actions or are themselves offered up for imitation. Demonstrations are part of the instruction of embodied learnables; for example, performing a gesture as part of an instruction to perform that gesture. Demonstrations implicate the body directly and make relevant responses performed through the body. The paper will present video recorded data and adopt a conversation analytic framework. References: Clark, Herbert H. (2016). Depicting as a method of communication. Psychological Review 123(3), 324-347. Streeck, Jürgen (2009). Gesturecraft. The manu-facture of meaning. Amsterdam/ Philadelphia: Benjamins. About the speaker: Beatrice Szczepek Reed is Professor of Language and Education at King’s College London, where she is the co-director of the Centre for Language, Discourse and Communication. Much of her research is on the phonetic and prosodic features of naturally occurring talk; she has also researched crosslinguistic comparisons of language-in-interaction as well as instructional interaction. Specifically, Beatrice has worked on prosodic mirroring as a resource for sequence organization; glottalization and word linking as a resource for turn design across different languages; speech rhythm and turn taking in different varieties of English; and instructional interaction in music teaching. She has also studied language and citizenship issues for Arabic speakers in the UK. Her latest funded project is on responses to news in Arabic and English. Beatrice has published over 50 articles in peer-reviewed journals and has written the monograph ‘Prosodic Orientation in English Conversation’ (Palgrave 2006) and the textbook ‘Analysing Conversation: an introduction to prosody’ (Palgrave 2011). She has co-edited the volume ‘Units of Talk – Units of Action’ (2013, Benjamins) with Geoffrey Raymond; and the volume ‘Prosody and Phonetics in Interaction’ (2014, Verlag für Gesprächsforschung) with Dagmar Barth-Weingarten. + |
| CASLC talk: Dr Zhiying Jian + | We are delighted to continue our tradition of inviting successful PGRs from our PhD programme in Language & Communication at the University of York to present some of their PhD research as part of the CASLC seminar programme. Dr Zhiying Jian was awarded her PhD in April 2023 and is now a postdoctoral fellow at Southwest University, College of International Studies in China. We look forward to hearing her present at the next CASLC event on the topic of: Student expressions of troubles in supervision interaction: How do students co-construct the interaction? Date: Thursday 29th February 2024 Time: 2.00pm-3.30pm (UK time) Place: Zoom. If you’re on the CASLC or CASLC-guest mailing list, you will receive a zoom link via google calendar. If you’re not on our mailing list, you can register by filling in the form at the link below. If you’re unable to use the online registration form, please contact: merran.toerien@york.ac.uk. Abstract: In university student supervision, communicating troubles and concerns with supervisors to solicit advice or other kind of support constitutes a fundamental part of a meeting. However, it can prove interactionally problematic, due to face concerns (Brown & Levinson, 1987) or other sources of delicacy (Jian, 2022). In this study, I will, first, present how members of supervisions achieve expressions of troubles in different sequential environments: supervisory open questions like “how are things” and queries that solicit a course experience like “how did it go” make trouble relevant. However, more frequently, students respond to various supervisory questions and create the relevance of trouble expressions. The second part is how they are realised, such as utterances that centralise the lack of knowledge and negative emotional states. When the topic of trouble relates to the institution, supervisors complete the turns started (and left unfinished) by the student to collaborate on the formulation of trouble. The third part of the study will show how supervisory advice-giving is delivered in response to specific troubles to minimise advice resistance (Jian, in press), one of the most prominent features in advice-giving (Vehviläinen, 2009; West, 2021; 2023). This study focuses on how students act as an agentic role in supervision interaction, rather than simply a receipt or respondent of activities. It shows that expressing trouble is not just a means of requesting needed support, it is more of a way in which students exercise their autonomy and co-construct the interaction. Despite supervisors initiating most of the activities, they are able to maneuver the interaction in the responding turns via expressions of troubles. + |
| CASLC talk: Professor Ann Weatherall + | We are delighted to announce that Professor Ann Weatherall will be giving the next talk hosted by the Centre for Advanced Studies in Language and Communication at the University of York. Date: Thursday 8th June 2023 Time: 2.30pm-4.00pm (UK time) Place: Zoom. If you’re on the CASLC or CASLC-guest mailing list, you will receive a zoom link via google calendar. If you’re not on our mailing list, you can register by completing this google form: https://forms.gle/G2qZa2LAS8ti6a5j9 Abstract Empowerment self-defence training is a preventative intervention for violence against women and girls. It is distinctive for presenting a gender analysis of violence alongside imparting skills to better pre-empt and ward off attacks. Unlike other interventions there is good evidence that participation in empowerment self-defence classes reduces risk of future assaults and increases feelings of self-confidence. In this talk, I will present a feminist research project that investigates what happens in the classes in order to further advance knowledge about violent encounters and how they can be interrupted. The research includes a video study of ten classes delivered by Kia Haumaru, a feminist, bi-cultural, non-governmental organisation in Aotearoa, New Zealand. The data are examined using conversation analysis. The findings establish various responses to violence are possible that may alter the progression of violent encounters in different ways. The results are used to further develop a consideration of the sequential organisation of violent actions and the socially constituted forces shaping their realisation. Biography: Ann Weatherall conducts research from discursive and feminist perspectives to advance knowledge on psychological topics and concerns such as age, agency, gender, identity and emotion. She has published widely showing the micro-analysis of naturally occurring talk can offer novel perspectives on affective, cognitive and sensorial matters. Her recent work has shown a remarkable orderliness in the tiny details of the moment-by-moment unfolding of phenomena including crying and pain. The settings she has examined include various telephone helplines, clinical interactions and educational situations. Her current projects apply a conversation analytic approach to address the pervasive problem of gendered violence. In 2021 Ann Weatherall moved to the United Kingdom from New Zealand, where she had worked all of her life, to be closer to her international scholarly communities. She is now Professor and Head of School at the University of Bedfordshire. + |
| CASLC talk: Uwe-A Küttner and Jörg Zinken + | The Centre for Advanced Studies in Language & Communication (CASLC) at the University of York is delighted to present a talk by Uwe-A Küttner and Jörg Zinken (Leibniz-Institute for the German Language). Title: (Dis)approval-relevant events and methods for their management: Dealing with moments of actual or potential socio-normative trouble in ordinary social interaction. Date: Thursday 30th November 2023 Time: 2.00pm-3.30pm (UK time) Place: Zoom. If you’re on the CASLC or CASLC-guest mailing list, you will receive a zoom link via google calendar. If you’re not on our mailing list, you can register by filling in this form: https://forms.gle/tizNJRPq7WpaBbqh8 Abstract: Towards the end of his preface to Interaction Ritual, Goffman (1982, p. 3) famously proposed a vision for the study of interaction that emphasized the investigation of (interactional) moments, rather than the individuals who happen to ‘pass through’ them—a proposal which Conversation Analysts have always taken seriously (Schegloff, 1988). In recent years, Goffman’s proposal has received a fresh impetus from, among others, research on the recruitment of assistance (Kendrick & Drew, 2016; Floyd et al., 2020) and large-scale cross-linguistic studies which followed Schegloff’s (2009) recommendation for comparative investigations to focus on the management of recurrent interactional tasks and contingencies (Schegloff, 2006), such as locating and repairing problems in speaking, hearing and understanding (e.g., Dingemanse et al., 2015; Dingemanse & Enfield, 2015). In this presentation, we take up a similar stance with respect to the study of everyday normativity and its enforcement in ordinary, informal social interaction. We do this by examining moments in which departures from socio-normative expectations for conduct momentarily become the focal business of the ongoing interaction, because one or more participants demonstrably orient to someone else’s or their own conduct as (potentially) problematic in terms of its socio-normative acceptability. As such, these are moments in which the normative acceptability of social conduct is being problematized and negotiated, as a practical concern, by the participants themselves in, and as part of, the ongoing interaction. For the participants, the potential or actual engagement in such socio-normatively questionable conduct constitutes what we call a (dis)approval-relevant event, or (D)ARE for short. Such (D)AREs can be handled through an array of different practices and methods, all of which have in common that they foreground the normative and moral accountability of the targeted conduct (Heritage, 1990; Robinson, 2016; Sterponi, 2003, 2009). These sets of practices and methods are organized around the (D)ARE in systematic ways, yielding a temporal-sequential structure of action that furnishes part of the bedrock for how social conduct is continuously streamlined into more or less acceptable trajectories. The first part of our presentation will offer an overview account of this temporal-sequential organization and the various possibilities for action it affords for managing the occurrence of (D)AREs. The second part aims at initiating a data-driven discussion of how, and to what extent, this overarching organization may be inflected by various elements of social context, as well as further aspects of social organization that may relevantly inform the selection of specific practices and methods on particular occasions of its instantiation. Data come from the Parallel European Corpus of Informal Interaction (PECII) (Küttner et al., forthcoming; Kornfeld et al., 2023) and consist of video-recordings of informal interactions in a range of European languages (English, German, Italian, and Polish) during three types of mundane activities: (1) joint car rides, (2) adults playing board games together, and (3) family mealtimes. + |
| CASLC-Darren-Reed-11th-May-2023 + | The Centre for Advanced Studies in Language & Communication (CASLC) at the University of York is delighted to present a talk by… Dr Darren J Reed, Department of Sociology, University of York Title: From movement to rhythm in dance tuition: The teaching and achievement of interactional synchrony * Date: Thursday 11th May 2023 * Time: 2.30pm-4.00pm (UK time) * Place: Zoom. If you’re on the CASLC or CASLC-guest mailing list, you will receive a zoom link via google calendar. If you’re not on our mailing list, you can register by filling in this form. If you’re unable to use the online registration form, please contact: merran.toerien@york.ac.uk. Abstract My paper is based on the study of rhythm tuition in dance classes from an EMCA perspective. It understands tuition to be an interactive process that centres upon the training of the body to move in particular ways at particular times through demonstration and direction. For some time I’ve been interested in what might be called embodied intersubjectivity. The manner in which we understand and experience the body of others. Arguably, this is the most fundamental and foundational aspect of human experience and sociality. As humans we are continually on the move - whether that be in terms of ambulation (walking down the street) or in terms of body mechanisms (breathing, heart beat, and the like). Within this, a fundamental question is how 'duration' becomes 'moments' of meaning (to misread the relationship between Bergson and Lefebvre) or, more precisely, how we find rhythm in movement. To that end I draw on the work on interaction rhythms and the ongoing achievement of 'interactional synchrony' to foreground the procedural and practical manner in which bodies are taught to move together. The argument being that broader processes of interaction and coordination rest upon such foundations. In this presentation I will primarily be concerned with the routine and interactive manner in which this occurs in online ballroom dance tuition videos - identifiable in the visible embodied practices of dance tutors. However, I will root the analysis in a reflexive appreciation of the 'everyday analytics' of dance training, given my own history as a professional dance teacher. + |
| CASLC-Professor Aug Nishizaka - 20th April 2023 + | The Centre for Advanced Studies in Language & Communication (CASLC) at the University of York is delighted to present a talk by… Professor Aug Nishizaka Chiba University, Japan Experiencing Space: Two Uses of Japanese Proximal Spatial Deictic Expressions Date: Thursday 20th April 2023 Time: 11am-12.30pm (UK time) – please take special note of the time as it is different to our usual CASLC slot; this is to accommodate the time difference between the UK and Tokyo. Place: Zoom. If you’re on the CASLC or CASLC-guest mailing list, you will receive a zoom link via google calendar. If you’re not on our mailing list, you can register by filling in the linked form. If you’re unable to use the online registration form, please contact: merran.toerien@york.ac.uk. Abstract This study explores aspects of experiencing space by focusing on uses of the Japanese proximal spatial deictic term koko (“this place”) and its variants, including kotchi (“in this direction”) and kono (“this”) plus a place term (e.g., “road”). These deictic expressions are often accompanied by a pointing gesture, and many preceding studies investigated how pointing is achieved with a proximal spatial deictic term. However, the use of proximal spatial deictic expressions (pronouns, proadverbs, etc.) unaccompanied by pointing gestures is still underexplored. This study compares two uses of proximal spatial deictic terms, accompanied and unaccompanied by a pointing gesture, and proposes how participants manage their spatial experiences in their interactions. I analyzed several videotaped interactions captured during car driving. I made the following observations: When accompanied by a pointing gesture, a proximal spatial referential act visually discriminates a specific feature in the environment. One should also note that the way in which the feature is discriminated depends on what action the referential act is embedded in. The feature is discriminated from the environment as affording a subsequent action that is made more or less expectable by the first action. In contrast, when unaccompanied by a pointing gesture, a proximal spatial deictic term refers to the place currently occupied by the participants. This reference is distinguishable in the temporal unfolding of the ongoing driving activity. Different uses of proximal spatial deictic terms serve as a lens through which aspects of the interactional organization of spatial experience become visible. How spatial experience is organized varies according to how the speaker constructs their action in the ongoing activity. Spatial experiences are not just visual but are essentially multimodal, incorporating the sensing of the temporal unfolding of the ongoing activity. Aug Nishizaka is Professor of Sociology at Chiba University, Japan. He is interested in reconstructing the conception of classical topics in social and human sciences from the ethnomethodological/conversation analytic perspective. His research spans diverse settings, including obstetrics and gynaecology, massage therapy, calligraphy lessons and everyday conversations in Japanese. After the explosions at the nuclear power plant in Fukushima subsequent to the Great East Japan Earthquake, he has also been analyzing interactions among people evacuated from the affected areas and those who have since returned to their hometown. In addition to an impressive journal publication record, he has been influential in the development of CA in Japan. He was awarded the Garfinkel-Sacks Award for Distinguished Scholarship in 2022 (by the ASA EMCA section). + |
| CASP workshop 2019 + | * CASP Workshop * York St John University * 9th - 10th March * Contact casp.workshop@gmail.com for more information. PLACES WILL BE ALLOCATED ON A FIRST COME FIRST SERVED BASIS The idea behind CASP is that there are many aspects of CA research practices and processes that don’t receive much explicit attention in published work but are part of the shared expertise of the CA community (but only really accessible to those working in the heart of the CA community). We want this workshop to provide a forum for students and ECRs to talk about how we do research in CA - that includes practical as well as conceptual issues. We also recognise that people find their own solutions to the practical challenges of doing CA research so we want the workshop to provide a forum for sharing thoughts, skills etc. All enquiries to casp.workshop@gmail.com This event is hosted by CARDS at Ulster University (http://twitter.com/CARDSatUU) and CA at YSJ (http://twitter.com/CAatYSJ) and with support from LAGB Application form: https://docs.google.com/forms/d/e/1FAIpQLSdZz4CQamF9gkxxcYE2On8t8FidqnA_ATtldwEDH1ONw1frgQ/viewform Best wishes CASP Organisers + |
| CAhealthcare2024 + | Note: this is event is now full, and we are operating a waiting list. Online workshop in conversation analysis and healthcare interactions Led by by Marco Pino and Ruth Parry and co-organised by Charles Antaki, Laura Jenkins, and Magnus Hamann Loughborough University Thursday 25th and Friday 26th January 2024 Conversation analysis (CA) is used increasingly in the scientific study of diverse health care and medical interactions, ranging from primary to secondary and tertiary care settings. CA has been used to examine numerous activities, from how patients introduce their problems to the ways in which medical decisions are negotiated and communicated. CA studies range from basic work on the fundamentals of human interaction, to applied research aimed at contributing to service improvement. What does this workshop cover? The workshop will provide an overview of the application of CA to healthcare interactions, including interactions between medical doctors, patients, and (on occasions) family members, and interactions with other healthcare professionals. The workshop will include in-depth information and practical work on CA’s methodology (including data analysis) and examination of some key findings of CA research in healthcare. The workshop aims to enable learning and enhancement of participants’ skills in CA’s methods of analysis. How is the workshop structured? This 2-day workshop will run from 10am to 3.30pm (GMT) on the first day and 9am-4pm (GMT) on the second day. It will be delivered online using Microsoft Teams. Short presentations by the facilitators will cover fundamental aspects of CA and its applications to the study of healthcare interactions. However, workshop time will largely be dedicated to practical sessions and small-group assignments focusing on original data (provided by the facilitators) in a range of healthcare settings. There will be a strong emphasis on hands-on experience of working with data alongside feedback from and discussion with facilitators. We will ask participants to complete a short activity in their own time after the end of the first workshop day. Who is the workshop for? The workshop is open to postgraduates, post-docs, researchers, practitioners, and faculty who have some familiarity with CA as a research methodology (including CA transcription conventions). Note: if are not already familiar with CA and want to attend this workshop, we recommend that you first attend our workshop ‘CA for beginners’, scheduled for the 18th of January 2024 (you will need to apply for this separately by contacting c.antaki@lboro.ac.uk). The number of participants will be restricted to 20 in order to maximise opportunities for participation in the online environment. Registration fee: - For employed academics, practitioners, and PhD students with training budgets: £100 - For unwaged academics, practitioners, and PhD students without training budgets: £25 - Commercial applicants: please get in touch with us to discuss your participation We encourage potential attenders who are unwaged or otherwise less able to afford the registration to contact the organisers as fees are negotiable in some circumstances. To apply Please send an email to m.pino@lboro.ac.uk introducing yourself and telling us about your existing knowledge of CA and your plans for using CA in your own research or practice. We will reserve extra places for applications from regions where there are fewer EMCA training opportunities (see http://emcawiki.net/Where_to_study_EMCA). Deadline for applications: 15th December 2023. + |
| CEAPP Launch 2018 + | We are pleased to announce the launch of the Corpus of English for Academic and Professional Purposes (CEAPP: ceapp.la.psu.edu). CEAPP is a digital repository of classroom videos linked to CHAT transcripts. Its twofold purpose is to advance research on L2 teaching and learning, and to serve as resource for the training of L2 teachers and international teaching assistants. The site can accommodate two types of users, instructors and researchers. Instructors are users who wish to use the database for teacher preparation, classroom use, or for their own professional development. They are able to browse, view, and search the video and transcript data, but they will be unable to download videos or transcripts. The second type of user, researchers, are interested in using the database to conduct research. They can browse and search the site as well as download videos and transcripts for research purposes. See the home page of CEAPP for more information and procedures for requesting an account. CEAPP is an ACTIVE site. We are continuously working to improve the tagging protocol and transcripts. We are also transcribing and uploading new files. If you see errors, have comments or suggestions, and/or have data you would like to contribute, please email us at ceapp@psu.edu. + |
| CFP 2016: Routledge Series: Directions in Ethnomethodology and Conversation Analysis + | The new editorial team of the Directions in Ethnomethodology and Conversation Analysis Series would like to invite you to submit proposals for monographs and edited collections to the Series. If you are interested in submitting to the Series, or are unsure whether your work would be suitable for the Series, feel free to contact K. Neil Jenkings and/or Andrew P. Carlin here: a.carlin@mmu.ac.uk. Or, you can contact the relevant Commissioning Editor at Routledge here:Neil.Jordan@tandf.co.uk There is a more complete description with background, links and further reading on Andrew Carlin's ROLSI blog post: https://rolsi.net/2016/08/29/guest-blog-andrew-carlin-on-the-directions-in-ethnomethodology-and-conversation-analysis-series/ + |
| CFP La fabrication du regard et des “façons de voir” dans l’apprentissage du métier + | '''La fabrication du regard et des “façons de voir” dans l’apprentissage du métier''' coordonné par : Barbara Pentimalli (Département de Sociologie, Université Sapienza de Rome, Italie) et Vanessa Rémery (Equipe Interaction & Formation, Secteur Formation des adultes, Laboratoire RIFT, Université de Genève, Suisse). De nombreuses recherches en sociologie et en anthropologie soulignent combien les activités de travail impliquent des manières de voir spécifiques permettant aux professionnels de discriminer les détails pertinents de leur environnement pour agir de façon compétente (par exemple Goodwin, 1995, Mondada, 2003; Grasseni, 2004; Nicolini, 2007; Styhre, 2011). Dans la continuité de ces recherches, ce numéro thématique propose d’explorer en quoi et comment ce “savoir voir” peut relever d’une question anthropologique et non d’une perspective individuelle, cognitive ou mentale. Chaque métier se distingue par des façons de regarder et d’observer certains phénomènes. Comment ce “savoir voir” forge-t-il une expertise et un point de vue sur le monde (Cornu, 1996)? En quoi s’inscrit-il dans des façons collectives de réaliser le travail (Clot, Fernandez & Scheller, 2007) pour poser un diagnostic, prendre des décisions et produire des jugements (Latour, 1986)? Comment est-il construit, légitimé, partagé et transmis au sein des communautés de pratiques (Lave & Wenger, 1991)? Peut-il être appréhendé comme une “technique du corps” susceptible d’un apprentissage (Mauss, 1950)? Il s’agit donc d’interroger comment ces habiletés, que nous qualifions de “visuelles”, prennent-elles place dans des pratiques collectives et sociales, à la fois modelées par l’histoire et accomplies in situ. Et comment se construisent-elles dans des espaces d'action et d'interaction avec les membres d’une même communauté professionnelle ou épistémique (Goodwin et Goodwin, 1996 ; Bril, 2002). La notion de “vision professionnelle” proposée par l’anthropologue et linguiste Charles Goodwin (1994) se définit comme “des façons socialement organisées de voir et de comprendre des événements qui répondent aux intérêts spécifiques d'un groupe social particulier” (traduit par nous, p.606). Elle peut être heuristique ici en ce qu’elle ouvre à l’exploration et à la compréhension des habiletés visuelles que les membres d'une communauté de pratiques mobilisent pour remarquer, voir et interpréter les dimensions essentielles de leur activité de travail, mais également pour produire des manières de voir partagées. En effet, Goodwin articule la notion de “vision professionnelle” à celle de “communauté de pratiques” en soutenant l’idée que devenir un professionnel compétent implique l’apprentissage de pratiques discursives et interprétatives articulées à des façons de voir spécifiques à la communauté. Ce dossier thématique vise donc à explorer comment les “façons de voir” ou “practices of seeing” (Goodwin, 2001; Styhre, 2010) sont apprises, discutées, développées et transmises au sein de communautés professionnelles spécifiques. Comment l’apprentissage de ces habiletés visuelles permet-il aux novices de devenir progressivement capables de voir, de remarquer et d’interpréter ce qui est pertinent pour l’activité, comme sait le faire l’expert qui ‘a l’oeil’? Quelles sont les formes et les formats dans et par lesquels s’opèrent la transmission et le développement de ces “façons de voir” (instructions verbales, gestuelles, mimétisme, etc.)? Autrement dit, comment fait-on voir aux moins expérimentés ce qu’ils ne savent pas encore percevoir ni remarquer en mobilisant des ressources sémiotiques variées (Mondada, 2008)? Comment apprend-on à voir en manipulant différents outils et artefacts pour parvenir à maîtriser le savoir-faire de son métier (Stevens & Hall, 1998)? Dans cette perspective, nous explorons la façon dont le novice apprend, au contact de ses pairs, non seulement à percevoir et envisager ce que l’environnement offre comme possibilités d’action - les “affordances” au sens de Gibson (1979) - mais aussi à s’y engager en tant que membre légitime de la communauté de pratiques. La question est donc de comprendre finement comment la transmission des habiletés visuelles par les membres les plus expérimentés d’une communauté de pratiques est fondamentalement ancrée dans les “ethnométhodes” (Garfinkel, 1986) par lesquelles ils donnent du sens à ce qu’ils voient et font. Renouant avec certains questionnements chers à la Revue d’Anthropologie des Connaissances dès sa création autour de l’étude des modalités de production et de développement de connaissances pratiques, ce numéro thématique se centre sur l’étude des “practices of seeing” ou “façons de voir” au sein de diverses communautés professionnelles en tenant compte plus spécifiquement des évolutions techniques et technologiques actuelles qui les traversent. En effet, ces évolutions rompent, questionnent voire déstabilisent parfois les métiers tels qu’ils étaient pratiqués jusqu’à présent. C’est pourquoi il apparaît important de ré-interroger les perspectives ouvertes par l’étude des “practices of seeing” pour comprendre en quoi ces innovations techniques et technologiques transforment les manières “traditionnelles” de voir et/ou en développent des nouvelles. Ce sont les dimensions incarnées, socio-techniques et situées de l’apprentissage, de la transmission et du développement de ces “façons de voir” qui nous intéressent particulièrement. Nous souhaitons ainsi explorer la fabrication du regard et plus largement d’une “vision professionnelle” dans l’apprentissage de métiers dont les technologies évoluent continuellement. Les articles composant ce numéro thématique pourront ainsi développer des réflexions épistémologiques, théoriques, méthodologiques, contribuant plus globalement à une “anthropologie de la transmission” (Chevallier, 1996; Berliner, 2010) qui réhabilite la place des habiletés visuelles dans ce qui contribue à la permanence ou la transformation de pratiques expertes du fait de ces changements techniques et technologiques. Le numéro thématique privilégiera des études se focalisant sur les habiletés visuelles mobilisées dans différents champs de pratiques professionnelles pour explorer en quoi les “façons de voir” participent de la réalisation compétente du travail et pour mettre en discussion l'idée qu’on n’apprend peut-être pas à voir seulement avec les yeux mais aussi avec les mains, les gestes, les paroles, les artefacts et les technologies peuplant nos univers professionnels. Le numéro se propose ainsi de questionner le rôle du corps, du langage et des artefacts pour comprendre en quoi ils participent activement à “la fabrique du regard” (Sicard, 1998) et à l’apprentissage d’une “skilled vision” (Grasseni, 2004). En effet, les habiletés visuelles se définissent fondamentalement comme des pratiques incarnées (Goodwin, 2000) comportant un apprentissage, certes collectif, mais également corporel. En quoi, alors, la fabrication d’un regard “expert” implique-t-elle non seulement la vue mais aussi tous les sens du corps? Comment l’acquisition du bon “coup d’oeil”, les compétences à voir et interpréter ce qui est observé et ce qui est publiquement rendu visible, reposent-elles sur d’autres ressources sensorielles comme l'ouïe, l’odorat et le toucher? En quoi la dextérité des mains et des doigts (Munz, 2017), l'utilisation de gestes de pointage ou d’attitudes corporelles (Filliettaz, 2007) peuvent-elles s’intriquer aux habiletés visuelles? Il est intéressant alors de comprendre comment s’articulent et s’imbriquent les différentes ressources sémiotiques, perceptives et sensorielles dans la fabrication du regard “expert”. Le regard “expert” implique également la manipulation d'instruments de travail, d’artefacts, y comprises les technologies d’image (Streeck, Goodwin et LeBaron, 2011). La présence de ces dernières est de plus en plus importante dans les pratiques de travail (par exemple dans le domaine de la recherche médicale, Alač et Hutchins, 2004) ou de formation (Mottet, 1996). Les “practices of seeing” sont donc hybrides et de plus en plus outillées par des technologies qui “aident” à voir (Grosjean, 2014). Leur transmission est souvent médiée, instrumentée et distribuée sur différentes entités matérielles. Le développement de la capacité à ne voir que des phénomènes ou des événements significatifs – ainsi que les compétences à interpréter ce qui est vu, comprendre pourquoi il est important de regarder un détail plutôt qu'un autre, et savoir comment utiliser les artefacts et les technologies d’image pour parvenir à voir – est un défi pour les novices. Ce numéro thématique interroge à la fois la place et le rôle des artefacts et des technologies d’image dans les pratiques visuelles, mais aussi leur contribution à la fabrication du regard “expert” des novices par les processus de réflexivité qu’ils permettent. Comment, par exemple, l’acquisition et le développement des habiletés visuelles peuvent-ils être étayés par des dispositifs sociotechniques permettant la construction d'une manière de voir et d’interpréter l'espace, les situations et les événements? Le dossier pourra explorer l’usage, dans différents champs de pratiques, des nouvelles technologies d’image pour acquérir et développer non seulement cette capacité à voir mais aussi à produire et représenter les objets d’étude et de connaissance du métier. Dans les recherches ethnographiques et/ou vidéo-ethnographiques (Hindmarsh & Heath, 2007; Knoblauch, Tuma & Schnettler, 2015), ces questions donnent lieu aux réflexions méthodologiques sur la place et le rôle de l’observateur, sur le positionnement et le cadrage de la caméra pour observer et/ou ne filmer que ce qui est significatif pour les membres d’une communauté professionnelle particulière. Cette posture réflexive pourra également se pencher sur l’interprétation des notes, des croquis, des images et des séquences-vidéo (par ex. les ‘data sessions’ se caractérisant par un groupe de chercheurs qui visionnent et négocient ensemble le sens des images recueillies sur le terrain) ainsi que sur le parcours du chercheur (sociologue, anthropologue, ergonome…) devant lui aussi apprendre à voir et se fabriquer un regard expert pour donner du sens à ce qui se déroule sous ses yeux sur le lieu de travail et/ou à l’écran. La réflexion sur l’usage des images et des données vidéo est ouverte également à d’autres professionnels dans différents domaines (tels que la médecine, le sport, l’éducation, les laboratoires scientifiques etc.) qui s’appuient sur des photos, des schémas, des dessins, des graphiques, des images et des séquences vidéo pour agir, enseigner, décider, juger, diagnostiquer, montrer et fournir des preuves… Sans qu’il s’agisse ici d’être exhaustif, voici un certain nombre de points que nous proposons aux contributeurs du dossier d’explorer. * La notion de “vision professionnelle”: potentialités et critiques d’un point de vue théorique et méthodologique ; * La place de l’analyse des “façons de voir” dans le champ des sciences du travail et de la formation ; * Le développement, l’éducation ou la fabrication du regard “expert” dans différents métiers ; * Le rôle de la vue et des habiletés visuelles dans les activités de travail ; * L’apprentissage et la transmission des manières de voir dans des univers professionnels variés; * La place et l’usage des artefacts et des nouvelles technologies d’image dans la fabrication du regard “expert” et dans la production et représentation des objets de connaissance ; * Le rôle du corps, de la dextérité gestuelle et des instructions dans l’apprentissage de la vision professionnelle; * La réflexivité méthodologique des recherches ayant recours à l’ethnographie et/ou à la vidéo-ethnographie pour étudier ce qui relève de l’apprentissage d’une vision professionnelle ; '''Calendrier''' * Les propositions d’articles devront être envoyées au plus tard le 30 novembre 2018 à l’adresse des coordinatrices Barbara Pentimalli (pentimab@hotmail.it) et Vanessa Rémery (vanessa.remery@unige.ch). * La longueur des propositions d’articles devrait être d’environ 5000-6000 signes (soit 2 pages). Elles devront préciser l’intérêt et l’originalité de la question de recherche traitée au regard de la littérature existante, les méthodes et données employées, les principaux résultats et expliciter leur inscription dans les thématiques de l’appel. Les auteurs veilleront à mentionner leurs coordonnées complètes (statut, institution de rattachement, adresse postale et email). * Les notifications d’acceptation ou de refus seront envoyées aux auteurs le ‘’’30 décembre 2018’’’. * Les textes complets des articles (45 000 signes max. espaces compris au format .doc) devront parvenir pour le ‘’’15 mars 2019’’’ (soumission sur le site en ligne de la Revue d’Anthropologie des Connaissances et envoi en parallèle aux coordinatrices) et feront l’objet d’une expertise. * Les versions finales des articles devront être retravaillées pour le 15 août 2019 * La publication du numéro thématique est prévue en juin 2020. + |
| CFP for Studies in Applied Linguistics & TESOL (SALT) 2020 + | CALL FOR PAPERS Studies in Applied Linguistics & TESOL (SALT) Teachers College, Columbia University Studies in Applied Linguistics & TESOL (SALT) at Teachers College, Columbia University is an online journal dedicated to publishing research in the fields of Applied Linguistics and TESOL. Within a conceptual framework that values an integration of theory and practice, the Journal publishes full-length articles dealing, in a principled way, with language, language use, language acquisition, language teaching, and language assessment. The Journal also publishes interviews, short commentaries, and book reviews. The Editorial Board is currently accepting manuscripts for future issues. Submission guidelines can be found on the Journal’s submissions page - https://journals.library.columbia.edu/index.php/SALT/about/submissions Questions concerning submission can be directed to Nadja Tadic, Editor at: tcsalt@tc.columbia.edu Visit our website (https://tesolal.columbia.edu/) or follow us on Facebook or Twitter to learn more about the Journal and our events! + |
| CLCG4PhDs + | '''Description of the 4 PhD trajectories:'''<br> The successful applicants are committed to conducting independent and original scientific research, to report on this research in international publications and presentations, and to present the final results of the research in a PhD dissertation. The PhD students participate in local, national and international training activities, including summer schools and conferences, to maximally develop their potential. As a member of the Graduate School for the Humanities, a PhD candidate may participate in courses, seminars and summer schools organized by Dutch national graduate school Landelijke Onderzoekschool Taalkunde (LOT) or by the Groningen Research School of Behavioural and Cognitive Neurosciences (BCN). Linguistic research in the Faculty of Arts of the University of Groningen is organized in the Center for Language and Cognition Groningen (CLCG), which includes 4 research lines: * Computational Linguistics * Discourse and Communication * Neurolinguistics and Language Development * Theoretical and Empirical Linguistics. The proposed PhD research must be closely connected with research currently carried out within one of these research lines. Your intended promotor must be a staff member of CLCG (full professor or associate professor with ius promovendi), and ask his approval via the form under item 2 below. Please see the website of CLCG for additional information: http://www.rug.nl/research/clcg '''Qualifications'''<br> Your qualifications are: * a master's degree in linguistics (or related discipline) with an excellent academic record (MA thesis: min. 8/10) * proven research abilities and affinity with the research topic * excellent command of English and good academic writing skills. '''Organisation'''<br> Since its foundation in 1614, the University of Groningen has established an international reputation as a dynamic and innovative university offering high-quality teaching and research. Its 32,000 students are encouraged to develop their own individual talents through challenging study and career paths. The University of Groningen is an international center of knowledge: it belongs to the best research universities in Europe and is allied with prestigious partner universities and networks worldwide. The Graduate School for the Humanities is the home for all PhD candidates of the Faculty of Arts (circa 200), and is committed to creating and maintaining excellent conditions for PhD research in all fields of the humanities. In addition to organizing local courses, the GSH works closely with 16 national research schools which offer regular courses and seminars by national and international top researchers. '''Conditions'''<br> The PhD scholarship programme: Information about the legal and financial framework of the PhD scholarship programme can be found here: https://www.rug.nl/(...)holarship-programme/ Please study the conditions carefully before applying. You will participate in the Faculty’s GSH training programme for PhD students (cf. https://www.rug.nl/(...)adschool-humanities/). Part of the training consists in following the Career Perspectives curriculum, which aims to prepare students for their (academic or non-academic) careers after the PhD trajectory. You are also strongly encouraged to expand your skill set by following the faculty-funded Start-to-Teach programme as part of your PhD training, see: https://www.rug.nl/(...)lopment-as-a-teacher Start date: 1 September 2020. '''Application'''<br> Submission procedure: Please send your entire application (in English) as a single PDF-file until the deadline of Thursday 21 May 11:59 pm / before Friday 22 May 2020 Dutch local time, by means of the application form (click on 'Apply' below on the advertisement on the university website). Please upload your entire application as "letter of motivation attachment", and follow the exact order below, when uploading your documents into one file. The submission should contain the following: # A cover letter introducing yourself, describing your motivation to conduct scientific research, and locating your research within one of the research lines # The signed approval of the intended promotor via this form: https://www.rug.nl/(...)romotor_gsh_2020.pdf # A full CV demonstrating academic excellence, including publications and presentations (if applicable), and a copy of the data page of your passport # A certified copy or scan of your MA diploma (or equivalent) and academic record # A research proposal, focusing on the central research question to be addressed and the proposed method of approaching and answering this question (no more than (!) 1500 words, tables and references excluded, and a project title), according to the format of the proposal that you find here: https://www.rug.nl/(...)for-phd-applications # Names and contact details of two academic references. For questions regarding the submission procedure, please contact Drs M.R.B. Wubbolts, E: m.r.b.wubbolts@rug.nl or the coordinator of CLCG, C. Englert, MA, E: c.englert@rug.nl Interviews with selected candidates will take place in the second half of June 2020. Unsolicited marketing is not appreciated. Information For information you can contact: Prof. R.M. Esser (questions regarding the Graduate School for the Humanities), r.m.esser@rug.nl<br> Prof. G.J.M. van Noord (questions regarding the Center for Language and Cognition Groningen), g.j.m.van.noord@rug.nl<br> Please do not use the e-mail address(es) above for applications. + |
| CLIC GSA 2018 annual conference + | THE 24TH ANNUAL CONFERENCE ON LANGUAGE, INTERACTION, AND CULTURE * April 5th-7th, 2018 * University of California, Los Angeles * Kerckhoff Grand Salon (Map) Presented by: The Center for Language, Interaction and Culture Graduate Student Association at the University of California, Los Angeles & The Language, Interaction, and Social Organization Graduate Student Association at the University of California, Santa Barbara CLIC GSA CALL FOR PAPERS 24th Annual Conference on Language, Interaction, and Culture at UCLA University of California Los Angeles, April 5-7, 2018 Is my paper a good fit for this conference? Submissions should address topics at the intersection of language, interaction, and culture. Approaches include, but are not limited to, conversation analysis, discourse analysis, ethnography of communication, ethnomethodology, interactional sociolinguistics, language ideologies, and language socialization. Presentations that include video and/or audio recordings of naturalistic interaction are encouraged. Who is eligible to submit? Abstracts for presentations and posters are welcome from graduate and undergraduate students. When are submissions due? Abstracts are due no later than Monday, January 15, 2018, by electronic submission only. How should I format my submission? Please provide an abstract no longer than 500 words. If the abstract is longer than 500 words, only the first 500 words will be read. Abstracts should clearly state the main point or argument of the paper; briefly discuss the problem or research question with reference to previous research and the work’s relevance to developments in the field; and may include a short example to support the main point or argument. Conclusions should be stated, however tentative. Abstracts should be accessible to a wide audience, as they will be reviewed by scholars from a variety of language-related fields, such as anthropology, applied linguistics, education, and sociology. Presentations and posters will be accepted based on reviewers’ evaluations of the anonymous abstracts. When should I expect hear back from your submissions team? Notification of acceptance or non-acceptance will be sent via e-mail by Friday, February 23rd, 2018. What is the presentation format for this conference? Speakers will have 20 minutes for presentation and 10 minutes for discussion. Posters will be presented in a small group session. + |
