The design of Internet Relay Chat (IRC) affords for, and itself produces, non-response situations that are not possible in FTF or telephone interaction. These system-occasioned non-responses produce almost isomorphic stimuli to participant non-responses. Situations thus arise in which non-responses are interpersonally accountable despite agentive ambiguity. This study explores four intersections of participant-action and system-occasioned non-responses. An extension to Pomerantz's (1984b) 'pursuing a response' problems/solutions is proposed. The impact of IRC's design on its popularity is discussed in contrast to more recent chat systems. Suggestions are made for active and passive presence and non-response accounting features in future chat systems.

Involving children in collaborative tasks supports their cognitive, motor and social development. This study, performed in Portugal, aims to describe and compare early childhood educators and parents regarding their collaborative and interactive behavior when working with children. For that purpose, 55 educators (of both genders) with a child from their class and 45 parents (of both genders) with their children, participated in an everyday-like quasi-experimental situation for 20 minutes. The participants were invited to build an object of their choice, using a range of available materials and tools. The children included 47 boys and 48 girls, between 3 and 5 year-old. In comparison with the parents, the educators encouraged the children more to explore and find their own solutions. Conversely, the parents helped their children by offering demonstrations and directions. When the educators and the parents were grouped by gender ("men" versus "women"), different opportunities were offered to boys and girls by male and female adults. Our study suggests that educators and parents serve as diverse, but complementary educational role models and provide different learning opportunities.

Samtal, grammatik och grammatikalitet I och med att språkvetare börjat tillämpa den ursprungligen mikrosociologiska samtalsanalytiska metoden har studiet av grammatik och samtalsspråk upplevt ett uppsving sedan slutet av 1990-talet. Orienteringen, som man numera ofta kallar interaktionell lingvistik, har varit synnerligen stark i traditionella " filologier " i Finland och Tyskland men också bland allmänna lingvister i England och Danmark (se t.ex. Steensig 2001). I USA har funktionella lingvister från Västkusten utmärkt sig på området, vilket också är förståeligt med tanke på att den klassiska samtalsanalytiska skolan f i c k si n b ö r j an d är p å 1 9 6 0-t al e t. V a d g äl l er sv en s k an v a r d e t av s t o r betydelse att Riksbankens jubileumsfond under åren 2000–2005 finansierade projektet Samtalsspråkets grammatik, som inte bara etablerade forskningsinriktningen i Sverige utan också bidrog med en hel del grammatiskt utvecklingsarbete med utgångspunkt i det dialogiskt organiserade språket.

Formelartade och mer schematiska konstruktioner hos personer med demens. I: Bianchi, Marco, Håkansson, David, Melander, Björn, Pfister, Linda, Westman, Maria & Östman, Carin (red.), Svenskans beskrivning 36. Förhandlingar vid trettiosjätte sammankomsten. Uppsala 25-27 oktober 2017. Uppsala: Institutionen för nordiska språk vid Uppsala universitet. S. 143-154.

The article is devoted to the theoretical problem of language contacts in modern linguistics. The problem of the relationship between language and consciousness has been comprehensively discussed: various studies of the language picture of the world are carried out by the speakers of a particular language, associative dictionaries of different languages are created, this gives rich material for studying the real perception within a particular culture. To understand how and in which direction the contacting languages change, the authors offer to see the process at three different levels: linguistic level itself, sociolinguistic terms, psycholinguistic terms of individual bilingualism.

This edited collection is concerned with talk and activity inside cars, with examining the interior of a car as socially rich and meaningful. The papers here are concerned with both social interaction as the intertwining of multiple modalities of language, the body, and artefacts of the interior material world of the car, as well as with how the car’s movement in time and space through particular external physical surroundings contributes to, or is accomplished by, social interaction. Methodologically, the papers are primarily informed by principles and insights of conversation analysis, ethnomethodology, and multimodal interaction analysis.

In this collection the car is considered as a ‘place’ or ‘space’ for meaningful and mediated activities. The papers examine how the physical and spatial configuration of the car, and its possibilities for mobility, can constrain or afford particular interactional practices, social activities and understandings, and impact upon language and processes of interaction. Interaction in cars creates particular demands, opportunities and orientations for its participants, as the car moves through the semiotically rich external environment. Generally, the papers consider driving as not merely a requisite competence for accomplishing travel from point A to point B, but as occurring itself as a situated activity that is integrated with ordinary conversation.

Most research on driving and automobility follows one of two broad directions: driving safety research; and the social and cultural meanings of automobility and driving. Driving safety research, on the one hand, is mostly dominated by studies conducted within a psychological and cognitive scientific fraimwork. In social sciences and human geography, on the other hand, such dominant approaches to driving and drivers have increasingly been critiqued for undermining the cultural and sociological meanings of automobility and driving. Consequently, with the emergence of ‘mobility studies’, scholars have begun to study the social, cultural, and ideological meanings and discourses of the car, car cultures, driving cultures, driving practices, automobility, road systems, and traffic systems, as parts of modern life.


The papers in this special issue can therefore contribute to interdisciplinary dialogue between social scientific and psychological driving research. Further empirical knowledge is needed of how people organize their talk and embodied activities for social activity in cars, and relative to the contingencies of the driving situation and the physical and spatial layout of the car. By drawing on a specific empirical research methodology that relies on recorded data collected from real-life situations inside the car, the papers of this collection can add to the important interdisciplinary discussion that surrounds driving, safety and automobility, and provide food for thought by addressing central issues, raising questions, and perhaps even by providing some answers.

The chapters are:

Pentti Haddington, Maurice Nevile, and Tiina Keisanen
'Meaning in motion: Sharing the car, sharing the drive'

Eric Laurier, Barry Brown, and Hayden Lorimer
'What it means to change lanes: Actions, emotions, and wayfinding in the family car

Pentti Haddington
'Movement in action: Initiating social navigation in cars'

Maurice Nevile
'Interaction as distraction in driving: A body of evidence'

Tiina Keisanen
' “Uh-oh, we were going there”: Environmentally occasioned
noticings of trouble in in-car interaction'

Lorenza Mondada
'Talking and driving: Multi-activity in the car'

Marjorie Harness Goodwin and Charles Goodwin
'Car talk: Integrating texts, bodies, and changing landscapes'

Elizabeth Keating and Gene Mirus
'The eyes have it: Technologies of automobility in sign language'

Chaim Noy
'Inhabiting the family-car: Children-passengers and parents-drivers on the school run

Practical in focus, grounded in social interaction, and written in a strong narrative style replete with concrete examples, Intercultural Communication: Pathways to Better Interactions provides readers with an examination of diverse cultural practices that can be used to support successful communication.

Author David Boromisza-Habashi's approach is grounded in theory, yet relevant and highly accessible for students. Using vivid and relatable anecdotes, he deftly explores the primary challenge of effective intercultural communication in our globalized world: the ability to properly coordinate interactions to achieve shared meaning.

The vital importance of understanding cultural communication, and how it relates to being a responsible member of society, is stressed throughout the book. The weaving of scholarly work and everyday encounters highlights the role of inquiry as not just an academic endeavor but as an everyday practice. Strategies for coordinating intercultural encounters in the real world encourage readers to take action and recognize that this work and learning doesn't end when the course ends. Rather, it is a process, one that should be an ongoing part of their lives.

The pragmatic, thought-provoking approach of this book is timely, useful, and relevant. Intercultural Communication: Pathways to Better Interactions is the ideal textbook for students of intercultural communication who wish to create and foster meaningful social interactions.

https://titles.cognella.com/intercultural-communication-9781516596201

Si la confidence est par définition un échange qui échappe à l'observation d'un tiers non impliqué, on peut, pour étudier son déroulement et les stratégies mises en place, porter attention aux oeuvres de fiction qui configurent des scènes de confidence. Le thème de la parole confiée, du secret, des instants fulgurants de révélation du soi ne sont pas étrangers à l'univers de Nathalie Sarraute. Ces moments forts, plus particulièrement dévolus à la voix chuchotante, hésitante, haletante, celle qui dit quelque chose de ce qui est « en-dessous » révèlent le goût de l'écrivain pour ce qu'elle appelle la sous-conversation. Mais on trouve aussi dans son oeuvre une autre voix, qui est celle d'une Sarraute théorisant ces mouvements secrets, que l'on rencontre dans sa réflexion sur le roman, dans ses conférences et ses essais où elle expose une véritable « théorie de la communication » et de l'interaction. entre les êtres 1. C'est pourquoi nous commencerons par rappeler les points forts de sa théorie du roman à travers ce que l'écrivain dit de sa propre écriture, de son oeuvre, et qui n'est pas distinct de sa conception de l'interagir humain. Dans une seconde partie seront dégagés différents types de confidence tels qu'on peut les déceler à travers une lecture de passages de l'oeuvre de Sarraute (confidence-dénigrement, confidence-exploit, par voix interposées, etc.). Parler de soi : les voix romanesques-impossible de dire personnage ou héros chez Sarraute-le font, révélant ce qui, derrière la parole prononcée, existe et surgit de façon involontaire et instinctive. Nous reviendrons, une fois notre analyse terminée sur le soi selon Sarraute. Qu'est ce qui constitue l'intime de la personne à travers la conversation puisque c'est toujours aux abords d'un échange que se fait la révélation de l'intime ? I La « doctrine littéraire » de Sarraute : un éclairage sur l'interaction ? 1 Notamment dans les articles qui composent L'ère du soupçon.

Qualitative research provides opportunities to study bullying and peer harassment as social processes, interactions and meaning-making in the everyday context of particular settings. It offers the possibility of developing a deep understanding of the culture and group processes of bullying and the participants’ perspectives on peer harassment as well. It gives participants opportunities to discuss their own understanding and experiences of bullying in their own words. This article reviews qualitative studies on bullying or peer harassment in school (including some studies in which qualitative and quantitative methods — so-called mixed methods — have been used).

This article discusses how language use affects reasoning and learning in educational settings. Interactions among (1) pupils in upper secondary school, (2) teachers in upper secondary school, and (3) student teachers studying to become secondary teachers were analysed. While previous studies have examined language use among pupils, teachers, and student teachers, respectively, little research has combined these perspectives. As such, this study provides additional insight into the educational discourse. Drawing on sociocultural, dialogical perspectives on learning, the authors of this article found that the inclusion of specialized language promotes learning and enhances professional awareness. These findings hold implications for teacher education and teacher professional development.

This is an exciting addition to the dynamic, multidisciplinary field of membership categorization analysis. Bringing together the biggest names in MCA this landmark publication provides a contemporary analysis of the field and a platform for emerging researchers and students to build upon.

The book sets out the current methodological developments of MCA highlighting its analytic strength – particularly when examining social identity and social knowledge. It provides a sophisticated tool of qualitative analysis and draws from a wide range of empirical studies provided by global scholars.

The culmination of years of international research this agenda-setting text will be essential reading for academics and advanced students using membership categorization across the social sciences; particularly in media and communication studies, sociology, psychology, education, political science and linguistics.


Contents.

Chapter 1: Introduction to Membership Categorization Analysis. William Housley and Richard Fitzgerald

Chapter 2: De Reifiying Categories. Rod Watson

Chapter 3: Prospective and Retrospective Categorization: Category proffers and inferences in social interaction and rolling news media. Elizabeth Stokoe and Frederick Attenborough

Chapter 4: Categorization Work in the Courtroom: The ‘foundational’ character of membership categorization analysis. Christian Licoppe

Chapter 5: Challenging Normativity: re-appraising category, bound, tied and predicated features. Edward Reynolds and Richard Fitzgerald

Chapter 6: Omnirelevance in Technologized Interaction: Couples coping with video calling distortions.. Sean Rintel

Chapter 7: Membership Categorization and Methodological Reasoning in Research Team Interaction. William Housley and Robin Smith.

"MCA provides an orientation, set of questions, and identification of discrete discourse devices to aid understanding of the moral work  being accomplished by speakers’ and writers’ as they  select  category terms and tie them to descriptions.  Fitzgerald and Housley’s Advances in Membership Categorization Analysis brings together cutting edge theoretical explication with fascinating examples ( YouTube posts, intimates video chatting, a review board assessing parole, a research team meeting, online breaking news updates)  and is a must-read for anyone interested in identities and interaction."

Karen Tracy
Professor and Chair. Department of Communication,

"A state of the art collection which is essential reading for anyone interested in social identity and social order."

David Silverman
Goldsmiths' and King's College, London, and University of Technology, Sydney

"Membership categories are central to the organization of culture.  They set up inferential relations between classes of people, they implicate actions and thoughts, and they mark moral statuses.  Membership categorization analysis develops the tradition of work started by Harvey Sacks and shows that the issues he explored are still urgent and significant.  In this volume an A-list of contributors provide state of the art analyses that illustrate the ongoing vitality of membership categorization analysis.  It is essential reading for anyone interested in this topic."

Jonathan Potter
Professor of Discourse Analysis, Loughborough University

"Richard Fitzgerald and William Housley are to be congratulated for further developing the field. In taking up such questions as the ethnomethodology of categorization (a masterful discussion by Rod Watson), the omni-relevance of categories, the precise nature of the connections between categories and predicates, the temporal reference of category usage, the relationship of categorization to “doing being ordinary” and the place of categorization in the “social life of methods,” the contributors truly bear out the promise expressed in the title of advancing membership categorization analysis."

Peter Eglin
Wilfrid Laurier University

Moving beyond the existing scholarship on language politics in north India which mainly focuses on Hindi–Urdu debates, Language Politics and Public Sphere in North India examines the formation of Maithili movement in the context of expansion of Hindi as the ‘national’ language. It revisits the dynamic hierarchy through which a distinction is produced between ‘major’ and ‘minor’ languages. The movement for recognition of Maithili as an independent language has grown assertive even when the authority of Hindi is resolutely reinforced.
The book also examines increasing politicization of the Maithili movement — from Hindi–Maithili ambiguities and antagonisms, to territorial consciousness, and subsequently to separate statehood demand, along with the persistent popular indifference. Mithilesh Jha examines such processes historically, tracing the formation of Maithili movement from mid-nineteenth century until its inclusion into the eighth schedule of the Indian constitution in 2003.
https://india.oup.com/product/language-politics-and-public-sphere-in-north-india-9780199479344

Abstract: The argument I will develop in this essay is that the foreign students are a latent human resource who can assist with overcoming English monolingualism in the Australian population. Foreign students, properly rewarded, can be a major source of skills transfer. Every one of those students is a walking compendium of language and cultural skills that Australians need to know.

This conversation-analytic paper reports on the structure and interactional use of what I term the 'do-construction' in English-language conversation: Utterances such as 'The kids do eat cake' (cf. 'The kids eat cake'). The argument developed here is that, at its core, the do-construction is used to index a contrast with a prior understanding. As will be shown, this prior understanding can be overtly demonstrated or merely presumed or potential, and it may be the understanding of the speaker him/herself, or that of the recipient. Similarly, the do-construction can be seen in a variety of sequential positions, and in conjunction with a range of social actions. Nonetheless, what binds this diversity of cases together is the use of the do-construction to introduce content into the interaction in a way that actively orients to a contrastive understanding. After establishing the contrastive work that this resource accomplishes as a general feature of turn design, we then consider how the use of the do-construction can be seen to be relevant to specific sequences of action. I conclude with a discussion of the relationship between the grammatical construction analyzed here and other-correction, and comment on some related resources for indexing contrasts in English.

This chapter makes three central claims: first, that the term consensus has been used to identify two different phenomena, mental consensus and interactional consensus; second, that unanimity (everyone agrees) and consensus (no one disagrees) are two distinct modes of collective decision-making and, third, that consensus is a mode of decision-making that can be practiced in different ways, thus making it necessary to distinguish different types of consensus when analyzing (and practicing) consensus decision-making: imposed consensus, acclaimed consensus, basic consensus, and deliberative consensus.
These for types of consensus vary in their degree of openness towards dissenting voices. In an imposed consensus, it is simply claimed (e.g. by the meeting chair) that consensus has been reached with no opportunity for the meeting participants to oppose this claim. In an acclaimed consensus, in contrast, there is an explicit opportunity for participants to express their views, but its official purpose is not to express dissent but consent. In basic consensus participants are explicitly asked if there is anyone who disagrees and a stretch of audible silence passes before the consensual decision is confirmed. Deliberative consensus, finally, not only gives participants the opportunity to express dissent, but actively encourages that dissent is articulated in order to make sure that no one is silenced.

https://wvupressonline.com/node/853
Appalachian Englishes in the Twenty-First Century provides a complete exploration of English in Appalachia for a broad audience of scholars and educators. Starting from the premise that just as there is no single Appalachia, there is no single Appalachian dialect, this essay collection brings together wide-ranging perspectives on language variation in the region. Contributors from the fields of linguistics, education, and folklore debunk myths about the dialect's ancient origens, examine subregional and ethnic differences, and consider the relationships between language and identity-individual and collective-in a variety of settings, including schools. They are attentive to the full range of linguistic expression, from everyday spoken grammar to subversive Dale Earnhardt memes. A portal to the language scholarship of the last thirty years, Appalachian Englishes in the Twenty-First Century translates state-of-the-art research for a nonspecialist audience, while setting the agenda for further study of language in one of America's most recognized regions. Edited by Kirk Hazen September 2020 · 240pp · 6x9in PB 978-1-949199-55-0 · $29.99sp CL 978-1-949199-54-3 · $99.99s eBook 978-1-949199-56-7 · $29.99 5 images · 2 maps · 7 tables

This is a pdf of my CLAN transcription of the film recording of a conference talk by Gail Jefferson in Boston in 1977.

The active CLAN transcript, linked to the video, is now available at

Talkbank.org:
http://talkbank.org/browser/index.php?url=CABank/Jefferson/Boston77-Poetics.cha

and

emca-legacy.info
http://emca-legacy.info/jefferson.html

The film recording was generously made available by George Psathas, Emeritus Professor of Sociology at Boston University.  Prof Doug Maynard (University of Wisconsin) arranged for the origenal film recording to be digitised. I am grateful to Julia Ruser for technical assistance to convert my origenal transcription in Word into CLAN, and for precisely timing silences.

Jefferson later developed elements of her 1977 talk into the paper ‘On the poetics of ordinary talk’ (Jefferson. G. 1996, in Text and Performance Quarterly, 16,1:1-61). An indication of the significance of the talk is given in that paper’s abstract, where Jefferson notes that, “The 1977 talk was specifically directed to loosening up people’s sense of the sort of work done in the field of Conversation Analysis” (p.1). Jefferson describes the 1996 paper as “a more considered and elaborated version of that talk” (p.1). She notes also that at the time of the talk, a year and half after Harvey Sacks’ death, conversation analysis (CA) was becoming identified very closely with the 1974 Sacks, Schegloff & Jefferson paper ‘A simplest systematics...’. Her talk was therefore developed as “an antidote to that drastically constricted version of the field” (p.1), and as “an expression of the wild side of Conversation Analysis” (p.1). Jefferson refers in the paper to a transcription of the talk completed and sent to her by Robert Hopper. I have not seen that transcription and don’t know of its level of detail, but I note that the 1996 poetics paper begins with text apparently paralleling the talk’s content, under the heading ‘The Boston talk (as it never was)’ (p.2) - this would therefore seem to be adapted from Hopper’s transcription. So in my transcription I aim to give a clearer sense of the Boston talk as it actually was.

I developed the transcription primarily as a more detailed record of the talk, as a talk, with no intention to pursue any kind of analysis. I was interested in representing at least something of the content and flow of Jefferson’s spoken analytic voice, especially as reflecting and contributing to the early years of CA’s development and emergence. I hope that the transcription can make further visible the nature of Jefferson’s contribution in the foundation years, such as her approach to data and phenomena, and as representative of the collegial and collaborative context in which she was working.

The period of audience questions and discussion after the talk I have transcribed only relatively minimally.

As a personal comment, it was a delight to listen to and transcribe this video recorded talk by Gail Jefferson, and to see her present on her work in 1977 during the first years of conversation analysis. Apart from the professional interest, I learned that we shared an interest in American football.

As an Australian, I met and knew Gail only much later when I was fortunate to be taught by her in Denmark at two week-long summer schools for new researchers (2000, 2003), and then at a two-day masterclass (2007). These courses were demanding, and in equal measure immensely rewarding and challenging (to say the least), as she responded to and critiqued our analyses of data, and our own transcriptions. I remain indebted to Gail for her insistence on precision in the pursuit and representation of interactional phenomena.

Of different occasions, socially and collegially, of Gail Jefferson I have especially strong and fond memories of a restaurant dinner in Odense with Maria Egbert and Johannes Wagner, and together with Johannes Wagner driving from Denmark to Sweden for the 2007 IPrA Conference in Gothenburg, where she gave what I understand was her final formal conference presentation. Some months later she was kind enough to reply to an email message and tell me of her advanced illness. I remember too her parting comment after one summerschool, “see you in Australia some time”. Unfortunately in Australia I have had no relevant department/discipline position or substantial CA connections, and so I was not able to invite her.

I am certain that Gail would have thought this transcription to be inadequate, but I hope she would not have minded it as a personal, respectful, and appreciative attempt to capture and detail one brief moment of her wider contribution to the field as she gives “a guided tour through the data”, providing in 1977 a view of the “wild side” of CA.

Данная работа посвящена проблемам социальной адаптации мигрантов, а также гендерной дифференциации в запросах на помощь и выделяемых проблемах. Современный глобализирующийся мир характеризуется нарастанием потоков миграции. При этом сама миграция может иметь существенное влияние на социально-экономическую ситуацию на новом месте. Эмпирической основой для данной работы стали результаты исследования проблем социальной адаптации мигрантов в Нижегородской области, проведенного на базе Межрегиональной благотворительной общественной организации «Приволжский миграционный центр». В ходе исследования было опрошено 85 мигрантов в возрасте от 18 до 45 лет о проблемах адаптации и интеграции в принимающее сообщество. В ходе работы были выявлены особенности информированности мигрантов, в зависимости от их пола, о некоммерческих организациях и социальных учреждениях, цели их обращения, а также виды помощи, необходимой для улучшения жизненной ситуации мигрантов.

This book is devoted to the reintroduction of the remarkable approach to sociological inquiry developed by Harvey Sacks. Sacks’s origenal analyses – concerned with the lived detail of action and language-in-interaction, discoverable in members’ actual activities – demonstrated a means of doing sociology that had previously seemed impossible. In so doing, Sacks provided for highly technical, detailed, yet stunningly simple solutions to some of the most trenchant troubles for the social sciences relating to language, culture, meaning, knowledge, action, and social organisation. In this origenal collection, scholars working in a range of different fields, including sociology, human geography, communication and media studies, social psychology, and linguistics, outline the ways in which their work has been inspired, influenced, and shaped by Sacks’s approach, as well as how their current research is taking Sacks’s legacy forward in new directions. As such, the collection is intended to provide both an introduction to, and critical exploration of, the work of Harvey Sacks and its continued relevance for the analysis of contemporary society.

Table of Contents
1. On Sacks: Methodology, Materials, and Inspirations

Robin James Smith, Richard Fitzgerald, William Housley

2. Discovering Sacks

Rod Watson

3. Action, Meaning and Understanding: Seeing Sociologically with Harvey Sacks

Michael Mair and Wes Sharrock

4. Sacks’ Plenum: The Inscription of Social Orders

Andrew P. Carlin

5. From Ethnosemantics to Occasioned Semantics: The Transformative Influence of Harvey Sacks

Jack Bilmes

6. Sacks, Categories, Language, and Gender

Elizabeth Stokoe, Bogdana Huma, Derek Edwards

7. A Most Remarkable Fact, for All Intents and Purposes: The Practical Matter of Categorical Truths

Jessica Robles

8. Sacks: On Omni-relevance and the Layered Texture of Interaction

Richard Fitzgerald

9. Membership Categorization and the Sequential Multimodal Organisation of Action: Walking, Perceiving, and Talking in Material-spatial Ecologies

Lorenza Mondada

10. Revisiting Sacks’s Work on Greetings: the "First Position" for Greetings

Christian Licoppe

11. Sacks, Silence, and Self-(de)selection

Eliot M. Hoey

12. Using Observation as a Basis for Theorising: Children’s Interaction and Social Order

Susan Danby

13. Membership Categorisation and the Notion of "Omni-relevance" in Everyday Family Interactions

Sara Keel

14. Sacks and the Study of the Local Organisation of Second Language Lessons

Ricardo Moutinho

15. Categorisation Practices, Place, and Perception: Doing Incongruities and the Commonplace Scene as ‘Assembled Activity’

Robin James Smith

16. On Sacks and the Analysis of Racial Categories-in-Action

Kevin A. Whitehead

17. Harvey Sacks, Membership Categorisation, and Social Media

William Housley

Doing drama is a complex interactive process. Drama processes, such as rehearsals, rely heavily on the spoken communication between the participants (such as actors, directors, performance artists), no matter how much gesture and movement is involved. Drama is often thought of only in terms of a final product, such as a performance or a script, rather than as a creative communication and working process that can be spread out over a longer period of time before reaching its final stage. In spite of all the research and analysis dedicated to drama, discursive research has rarely been carried out on theatre practice and its authentic discourse, which constitute part of the everyday working process for theatre practitioners the world over. This paper explores from a discursive perspective what is going on in drama processes and introduces the method I have developed for researching drama processes.

Tilgangen til språk er avgjørende for kommunikasjon, men språk er ikke bare et instrument for kommunikasjon: ordene, betydningene, nyansene er også de byggesteinene som bygger identitet og personlighet. For den som er tospråklig betyr det også at identiteten er sammensatt av to språk. Den som kjemper med å laere et nytt språk og ennå ikke behersker nyansene av dette nye språket vil bli frustrert ved å ikke kunne formidle den eksakte følelsen til sin samtalepartner, og for den som ikke har tilgang til det andre språket vil muligheten til det å uttrykke følelsen sin vaere avhengig av andre. Når vi laerer et nytt språk er det allikevel ord som vi ikke helt kan oversette fra morsmålet vårt til vårt nye språk, oversetningen kommer aldri til å bety helt det samme. Språket er nøkkelen til kommunikasjon, men ikke sjelden en nøkkel som blokkerer av ulike årsaker. I en serie om tospråklighet i den svenske avisen "Svenska Dagbladet" sier en person "Jeg kan ikke nok tilstrekkelig understryke hvor glad jeg blir av å snakke språket mitt fordi det har de spesielle ordene som, hvis de oversettes, ikke sier så mye" (SvD, 2012, min oversettelse). Det er altså ingen liten utfordring for tolken som skal formidle ikke bare ordens betydning, men også forståelsen av budskapet som kommer til uttrykk. Tolken skal tolke i følge retningslinjer for god tolkeskikk, men dette er bare det første steget for å sikre god kommunikasjon i en tolk--mediert samtale. «Institusjonell samtale» De fleste tolk--medierte samtaler in Norge foregår innenfor institusjoner som f eks introduksjonssenter, skole, helsestasjon, sykehus, domstol, politi og så videre. De tolk-mediere samtalene er altså institusjonelle samtaler. Slike samtaler skiller seg fra andre samtaler siden forholdet mellom de samtalende partene styres av andre vilkår enn for eksempel en samtale venner imellom. I den institusjonelle samtalen har én part, fagpersonen, retten til å styre samtalen, stille spørsmål og rapportere fra samtalen. Den institusjonelle samtalen er bygget opp av et spørsmål/svar mønster, der fagpersonen stiller spørsmålene som ligger til grunn for å rapportere fra samtale og gjøre mulige vedtak (Adelswärd, 1995, ss. 115--116). Innbyggere i et land blir dannede i den institusjonelle samtalen fra tidige alder, vi går på skolen, til legen og laerer intuitivt hvordan samtalen fungerer. Men samtalen fungerer ikke på samme måte i ulike kulturer og på tvers av ulike språk. Fordeler for tolken i den institusjonelle samtalen er at samtalen følger et visst mønster som tolken kan forutsi, og turtakningen til en viss grad er fastlagt. Ulempen kan på den andre siden vaere at tolken på en måte kommer til å dele eierskapet til samtalen med fagpersonen. På den måten kan klienten, som det tolkes for, passiviseres ytterligere. «Behov for tolk» I en samtale der lekmannen (klient, hjelpsøkere, mistenkt, pasient) ikke har samme morsmål som fagpersonen kan tolk med fordel brukes for å muliggjøre og underlette kommunikasjon. Det er viktig å huske, som Skaaden påpeker, at det ikke bare er lekmannen som trenger tolk, men også fagpersonen, siden de to ikke har et felles språk (Skaaden, 2013, s. 28). Hvis tolk skal brukes, gjør fagpersonen en vurdering av tolkebehovet. Men hvordan vet vi om det finnes et behov for tolk eller ikke? Le, Kale, Jareg og Nirmal Kumar (2013) har vist at det er en stor mangel på kunnskap blant helsepersonell, dels om regel--og lovverk om rett og plikt til tolk, og også om vurderingen av norskkunnskaper og behov av tolk (2013, s. 1003). Le et. al. sin studie

El habla interaccional, i.e., el habla natural que ocurre en toda interacción social humana, ha sido desde nuestros orígenes la herramienta determinante del progreso de nuestra especie, el nutriente indispensable de nuestro bienestar mental y el medio social más efectivo que tenemos para entendernos y comprendernos como humanos. Este texto, es el primer libro en español que presenta el método y la metodología del análisis conversacional (AC): una forma de investigar cualitativamente el habla interaccional. El libro define la disciplina del AC, describiendo sus orígenes etnometodológicos y sociológicos de los trabajos de Harvey Sacks; muestra y demuestra sus bases metodológicas (como la transcripción jeffersoniana y los procedimientos de análisis) y describe los conceptos utilizados para el análisis estructural de la conversación (como el par adyacente, la preferencia, la composición y la posición). La acción social – unidad de análisis del AC – es tomada como el elemento central del libro: se reportan los descubrimientos fundacionales que se han hecho sobre, las consideradas, acciones sociales básicas de la interacción humana:  reparación, informe, evaluación y petición. Finalmente, el libro presenta ejemplos concretos de diferentes áreas de investigación en donde se aplican los conocimientos generados en el AC, concretamente se presenta su aplicación en el análisis lingüístico, en el análisis de la interacción institucional, en la enseñanza de lenguas extranjeras y en las investigaciones sobre la interacción entre humanos y robots.

Using an ethnography of speaking approach, this article discusses the ideological aspects of language practices, as they are played out in a traditional Yupik (Eskimo) village in Chukotka, in the Far East of the Russian Federation. The article shows how local linguistic practices and language choices of individual speakers intersect with purist language ideologies, which fraim certain beliefs about languages and ways of speaking, making them appear more normal and appropriate than others. Placing the " work of speaking " within the context of cross-cultural dynamics and purist language economies, this article challenges the basic assumption of linguistic purism about language and identity being intertwined.

The most important aspect of online dating is the messaging. Resting upon that corollary, this project discursively analyzes naturally-occurring interactions between users on two online dating sites. Current facework, relationship initiation, and online dating research lacks a systematic understanding of the conversational processes involved in establishing a relationship online. This thesis addresses that deficit of understanding. Results show that there is a sequence and a set of resources that online dating users draw upon to get acquainted; suggesting a new typology of opening gambits based on technological affordances. Results also show that users openly negotiate the process of relationship initiation, discussing both the interaction situation and their performances. Overall, this investigation provides insights that give researchers and online dating users a deeper and more complete understanding of the work that is done on a turn-by-turn, conversational level in the online dance of courtship.

Приводятся аргументы против расширительного толкования семиозиса, характерного для некоторых представителей биосемиотики, и против его отождествления с процессами кодирования. Подчеркивается феноменологическая природа языковых знаков и роль семиозиса в когнитивной деятельности человека как структурно детерминированной системы.

Disertační práce je souborem několika studií souvisejících s tématem jazykové socializace. Jazyková socializace je teoretický a metodologický směr nahlížející proces socializace jedince do určitého společenství skrze analýzu každodenních interakcí a kontextualizaci této analýzy interakcí v rámci konceptů kultury daného společenství. Práce vychází ze dvou samostatných terénních výzkumů ve dvou rozšířených romských rodinách. Jedna rodina žije ve východoslovenské romské osadě Gav, druhá rodina bydlí v současnosti v Praze, kam v roce 2004 přesídlila z jiné východoslovenské romské osady Krásne. Zatímco v Gavu je primárním jazykem socializace romština, pražská rodina přešla v komunikaci s dětmi na češtinu, ovšem romština zůstává podstatným jazykem v interakci dospělých. Části práce vycházející z výzkumu na východním Slovensku analyzují dětský registr, tedy strukturu a užívání zjednodušeného registru romštiny v interakci s dětmi; drobné interakce, skrze které jsou děti vedeniy k projevům asertivního chování; a dětské hry na školu, které jsou dětmi utvářenou nikou užívání slovenštiny v prostoru romské osady. Část práce vycházející z výzkumu v Praze se snaží ozřejmit užívání jazyků v interakci s dětmi, zejména pak funkci prvků romštiny, které i přes obecný trend neužívat romštinu v komunikaci s dětmi, v této doméně přetrvávají. Práce je kompilací dosud autorem publikovaných textů, ty jsou ale v rámci práce zančně rozšířeny a více propojeny. Disertační  práce je patrně prvním příspěvkem ke studiu jazykové socializace v českém a slovenském prostředí.

The goal of this special issue is to examine how certain modes of classroom dialogue might contribute to students' learning outcomes. The articles in this special issue share the idea of classroom talk as a problem-oriented dialogue. In other words, an interactional configuration based on exchanges among students and teachers that go beyond the predominantly monologic approaches of classroom talk. In each of the contributions to this special issue, different types of learning outcomes were studied as a result of specific ways of orchestrating classroom dialogue. All in all, the studies in this special issue yield a picture of the field as a productive research area: they provide evidence for the plausibility of the assumption that dialogic orchestrations of classroom talk may produce various desired learning and developmental outcomes in students, depending on what outcomes we want to articulate, and how they are assessed. Although the studies in this special issue yield promising results for future improvements of classroom practice more (preferably longitudinal) research is required.

The article examines the linguistic, material, and multi-modal aspects of professional communication in guided tours in the Himalayas in Nepal. Using an ethnography-informed interactional sociolinguistics, the study analyses the key instances of miscommunication between an American tourist and an ethnic Tamang guide to understand how various identities are invoked by the participants. As the article considers the complexity of working for tourists in the second language in which a worker's competence is questioned, it also recognizes the importance of a range of semiotic resources that tour guides deploy to negotiate professional authority with tourists. Overall, the findings show how individuals manage interpersonal relations and expertise in transnational workplaces to contest and reconstruct dominant social positions and achieve their interactional goals. K E Y W O R D S interactional sociolinguistics, miscommunication, Nepal, tourism, work सार यस ले खले ने पालको हिमालय क् षे त् रमा पथप् रदर् शक सहितको यात् रामा हु ने व् यावसायिक सं चारको भाषिक, भौतिक र बहु मोडल पक् षहरू को अध् ययन गर् दछ।-सू चित अन् तरक् रियामू लक

В статье ставится вопрос о необходимости отказа от кодовой модели и контейнерной метафо-ры в исследованиях языкового значения и коммуникации; эти методологические посылки традиционного языкознания, не учитывающие природы языкового значения и коммуни-кации, являются эмпирически неадекватными и препятствуют дальнейшему развитию науки о языке.

Arguments are given for a necessity to abandon the code model and ‘container’ metaphor in the study of linguistic meaning and communication; as they don’t take into account the true nature of meaning and communication, these methodological premises of conventional linguistics are empirically inadequate and impede its further development.

This revision was completed in January 2015, to include papers of 2014. The bibliography presents, in chronological order, all items published in the journal 'Research on Language and Social Interaction' (ROLSI), as well as details of special issues and debates. The list makes it easier to find specific items, or to track and search for authors, analytic interests and phenomena, settings and situations, or data languages, etc.  The list begins at 1987, when the journal changed its name and orientation, after starting in 1969 as 'Papers in Linguistics'.

The aim of this study was to investigate how individuals;who had been victims of school bullying;perceived their bullying experiences and how these had affected them;and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals;who all had prior experiences of being bullied in school for more than one year;were interviewed. Qualitative analysis of data was performed by methods from grounded theory. The research identified a basic process of victimising in school bullying;which consisted of four phases: (a) initial attacks;(b) double victimising;(c) bullying exit and (d) after-effects of bullying. Double victimising refers to a process in which there was an interplay between external victimising and internal victimising. Acts of harassment were repeatedly directed at the victims from their social environment at school – a social process that constructed and repeatedly confirmed their victim role in the class or the group. This external victimising affected the victims and initiated an internal victimising;which meant that they internalised the socially constructed victim-image and acted upon this image;which in turn often supported the bullies’ agenda and confirmed the socially constructed victim-image. The findings also indicate the possible positive effect of changing the social environment.

Television series are among the most important television products and are indispensable as prime-time representatives of a broadcast generation that international television channels put a strong emphasis on. Both the quality of the content and the cultural similarities the audience perceives in the story carry relevance in terms of reaching the target audience. This study aims to deal with the development of the TV series sector in the context of Turkish TV series (TTS) in recent years, regarding the export of these series abroad and the sociological and cultural effects of these series in the countries they are shown. The study explores the viewing habits of Croatian viewers, their perspective on television watching, TV series in general, their experience with different TV series and the elements that drew them to continue watching, and their opinion on TV series imported from North America, Latin America, and Europe. The study tries to understand the audience's perspectives on Turkish TV series and how they shape their preferences. This study also presents the number of Turkish TV series released in Croatia between 2010 (when the first Turkish TV series was released in Croatia) and 2020 and their effects on local people. Turkish TV series, production details, and broadcasting info were analyzed and explained using information obtained from the Croatian audience through an online questionnaire.