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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 11 of 11 1 Why we don't always say what we mean: Linguistic Politeness and Intercultural Competence Victoria, Mabel. - 2022 BASE Show details 2 Transparadigming or Methodological Promiscuity: Analysing the verbal, the visual and the digital in Applied Linguistics research Victoria, Mabel. - 2021 BASE Show details 3 Wall of Support: New Perspectives on Students’ Use of Graffiti Victoria, Mabel. - 2020 BASE Show details 4 Transculturing through English as a Lingua Franca Victoria, Mabel. - 2017 BASE Show details 5 Using the liminal, off-task spaces of the classroom as a pedagogical tool Victoria, Mabel. - 2015 Abstract: Existing literature on pedagogic practices has yielded many interesting insights on classroom discourse, sometimes called ‘teacher talk’. The centre piece of most of these studies, however, tends to be on the institutionally sanctioned and legitimized on-task exchanges as teacher and students go about the planned content of the lecture or tutorial. The predominant discourse structure often follows the Initiation-Response-Feedback or IRF model (Coulthard, 1992). Liminal and often invisible spaces of interaction such as what happens during the pre-lecture icebreaker and ‘small talk’ (Coupland, 2001), transitions between topics or activities, and playful moments of sociality a few minutes during break or immediately after the class are often underexplored and devalued. Using transcribed data from more than 150 hours of naturally occurring spoken discourse, collected via participant observation, a discursive approach is used to analyze how teacher and students from highly diverse cultural and linguistic backgrounds use the off-task spaces of the classroom for a variety of important functions: to subvert institutionally-sanctioned roles, establish and maintain rapport, modify participation structures, and mitigate potentially face-threatening acts. Most importantly, examples from data will show how the teachers and students in this class use humor and playfulness to establish a culturally inclusive, engaging and motivating learning environment. Theoretical and methodological inspirations are drawn from linguistic ethnography and sociolinguistics.References:Coulthard, M.(Ed) (1992). Advances in spoken discourse analysis. London: Routledge.Coupland, J. (2000). Small talk. New York, Routledge. URL: http://researchrepository.napier.ac.uk/Output/2770759 BASE Hide details 6 The Selfie Project: Learning/Teaching English in an Innovative Way Victoria, Mabel. - 2015 BASE Show details 7 Book Review: 'Bousfield, D. & Locher, M. (Eds.) (2008) Impoliteness in Language: Studies on its Interplay with Power in Theory and Practice' Victoria, Mabel. - 2013 BASE Show details 8 Negotiating Intercultural Border Crossings: How People from Diverse Cultural and Linguistic Backgrounds Negotiate Communication and Establish Relations Victoria, Mabel. - 2010 BASE Show details 9 Social Interaction in a Multicultural Group: How People from Different Cultural and Linguistic Background Negotiate Communication and Establish Relations Victoria, Mabel. - 2010 BASE Show details 10 The strategic use of impoliteness to convey caring relations: A Philippine cultural perspective Victoria, Mabel. - 2009 BASE Show details 11 How Professors and Students in two Universities in the Philippines Do Power and Politeness in the Classroom Victoria, Mabel. - 2008 BASE Show details

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