lubie grujicic alatriste | City University of New York (original) (raw)

Papers by lubie grujicic alatriste

Journal of applied linguistics and professional practice, Nov 16, 2023

Studies in Applied Linguistics and TESOL, Dec 22, 2003

TESOL Journal, Mar 1, 2002

TESOL Journal, Jun 9, 2001

The web journal occasionally publishes brief commentaries on issues that are of interest to the T... more The web journal occasionally publishes brief commentaries on issues that are of interest to the TESOL/AL community. In this issue, we asked contributors to respond to the article, Multiple Discourse Analyses of a Workplace Interaction by Stubbe, Lane, Hilder, Vine, Vine, Marra, Holmes, and Weatherall (2003). The article presents an exercise rarely seen in scholarly discourse analysis journals. The authors analyze the same piece of data from a number of different approaches: conversation analysis, interactional sociolinguistics, politeness theory, critical discourse analysis, and discursive psychology. The data is a nine-minute audio recording of a naturally occurring workplace interaction between a male manager and a female subordinate. Although there are broad similarities between the analyses, the authors suggest that there are significant differences in the aspects of interaction focused upon, leading to the diplomatic conclusion that the different approaches “are not necessarily...

… University Working Papers in TESOL & …, 2008

... ACKNOWLEDGMENTS. We would like to thank Rebekah Johnson for the idea of using this forum to h... more ... ACKNOWLEDGMENTS. We would like to thank Rebekah Johnson for the idea of using this forum to honor Professor Leslie M. Beebe. ... Goffman, E. (1974). Frame analysis. New York: Harper & Row. Tannen, D. (1993). Introduction. In D. Tannen (Ed.), Framing in discourse (pp. ...

List of Contributors Lubie G. Alatriste: Preface Martin Bygate: Foreword1. Lubie Grujicic-Alatris... more List of Contributors Lubie G. Alatriste: Preface Martin Bygate: Foreword1. Lubie Grujicic-Alatriste: Framework for Application of Research Findings: An IntroductionWorkplace and Business Settings2. Spencer Hazel: Institutional Identity Negotiations in Multilingual Workplace Settings3. Joowon Suh: English as Lingua Franca in Multilingual Business Negotiations: Managing Miscommunication using Other-Initiated Repairs 4. Santoi Wagner: Asymmetrical Aspects of Knowledge in Mediation Talk 5. Evelyne Pochon-Berger, Simona Pekarek Doehler and Clelia Konig: Family Conversational Storytelling at the Margins of the Workplace: The case of Au-pair Girls 6. Pekka Palli and Esa Lehtinen: Practical Genre Knowledge as Professional Competence: The Case of Managerial Meetings Educational Settings7. Lubie Grujicic-Alatriste: The Centrality of Communicative Purpose in Student Written Discourse 8. Gabrielle Kahn: Narrative Discourse in the Second-Language Classroom 9. Elena Davitti: Interpreter-mediated Parent-Teacher Talk Private and Public Settings10. Rebekah Johnson: Negotiating Adult Child Identity in Family Discourse 11. Leslie Cochrane: Positioning Selves with Physical Disabilities in NarrativeGovernment and Media Settings12. Kerrie R. H. Farkas: On the City Council Meetings' Sidelines: Negotiating Changes in Citizen Involvement 13. Liang Xia and Wei Wang: Reframed News Discourse: The Manipulative Impact of Translation on News Making 14. Roger Frantz: Analyzing Media Discourse on Same-Sex Marriage Charles Antaki: Afterword ReferencesIndex

Waiting to see me?" asked Dr. Beebe. Was it an implicature or a speech act? Was the utterance int... more Waiting to see me?" asked Dr. Beebe. Was it an implicature or a speech act? Was the utterance intended as an invitation-Come in-or as a request for information-Are you here to see me? I stood up and followed Dr. Beebe into her office. This very first encounter ushered pragmatics into my life. It was also my first step in discovering many different aspects of interaction, and later on, it allowed me to go in my research where others feared to tread, so to speak. Doctor Beebe's passion for pragmatics, and her ability to ignite her students' desire to pursue questions relevant to their lives, has kept many of us in her camp. The findings that will be presented in this paper come from my first research study inspired by Dr. Beebe's class on pragmatics. As the introductory example illustrates, implicatures frequently occur in daily conversations, and yet their use is often not fully understood. Generally speaking, inplicatures are used to hint, suggest, or avoid directness for various reasons. They seem to be in direct contrast to Grice's (1975) view that utterances need to be informative. Implicatures may purposely cloak direct information, so the hearer would need to infer what the message of the implicature was. According to Keenan (1976), implicatures can be used to withhold information or to allude to certain information, particularly in cases when doing the opposite would be "indiscrete, impolite, unethical, or a threat to one's honor and standing" (p. 70). Clearly, a speech situation will have an impact on the choice and frequency of implicatures, but so will other important social variables, such as gender and power relations. The size of the threat to one's standing or honor will depend on the social positions of the speaker and the hearer, and the amount of decision-making power they hold in the workplace or any other relationship. The focus of the research on implicatures has primarily been in the area of the hearer's understanding of how meaning is conveyed by implicature (Clark & Lucy, 1975)-in other words, how the hearer infers the meaning, or so-called inferencing (Thomas, 1995). There has been a good deal of research looking into the relationship between speech acts (e.g., compliments giving) and gender, as well as between speech acts and hearer/speaker power relations. However, implicatures have not been fully examined through either the gender or power prism. The original study was an attempt to examine the role of gender and power status in the use of implicatures. The naturally occurring data was collected by the participant-observant at a university setting. The procedures for transcribing notebook data "were used to provide the social context so crucial to understanding speech situations" (Beebe, 1994). The interlocutors were of the same social class and had similar educational backgrounds, but they all held different positions of power in the work place. (There were a total of 20 conversations with about 15 different interlocutors. The short excerpt presented below only includes two interlocutors.) While there were several findings in the study, I will highlight one finding here: intentional indirectness (Thomas, 1995). The implicatures were used by a male interlocutor in a male-tofemale interaction, with the implicature having a downward flow, that of a higher power holder directing implicatures at a person with lower rank or less decision-making power. Downward flow with status unequals (e.g., from higher-status or power holder to the lower one) was found to be

Language and Psychoanalysis, 2013

In the world of publishing, elementary-and college-level books on language theory and methodology... more In the world of publishing, elementary-and college-level books on language theory and methodology tend to be relatively common. But, it seems, the needs of high school English language learners (﴾ELLs)﴿ are not so frequently addressed in handbooks or teacher materials. That is why Reiss' book is simultaneously a pleasant surprise and a welcome addition to teacher education resources. It is concise and informational, covering a spectrum of pertinent topics, and most of all exuding an understanding of English language learners and their needs. Although this book is not a new publication, it is a practical guide to teaching that is instantly accessible to non-TESOL-trained teachers in content areas and thus deserves to be brought back to teachers' attention. Clearly meant for high schools, it can also be easily used by college instructors in different disciplines and elementary educators as well because it offers a common-sense approach to teaching second language learners. Teaching Content to English Language Learners: Strategies for Secondary School Success is divided into three parts: I. Teaching in Multicultural Classrooms: An Introduction; II. Strategies for Instructors; and III. Strategies for Assessment. In Part I, Chapter 1 examines the challenges mainstream teachers face with second language or multilingual learners and offers "solutions that work," such as scaffolding instruction and carefully planning daily teaching. This is worth emphasizing because in today's busy and demanding classrooms, particularly in public education; with so much oversight and micromanagement of teachers, it is ever harder to remember the basic golden rules of teaching any subject: scaffolding and pacing (﴾Gibbons, 2002)﴿. Chapters 2 and 3 address social and cultural aspects of language learning and are meant to build sensitivity in teachers to the many challenges their learners face in a new culture. In Chapter 3, Reiss addresses ways of learning in the classroom, such as group, pair, or whole-class instruction, placing these modes within a larger cultural context. Particularly noteworthy is the section "Questioning Patterns" (﴾p. 19)﴿, which discusses the American classroom preference for interaction and students who ask questions or freely offer answers. As Reiss points out, however, students from other cultures might not be so willing to engage in constant interaction. Although many trained ESL (﴾or ESOL, as Reiss uses this term: English to speakers of other languages)﴿ teachers are likely to be aware of this fact, many content teachers might not be. Reiss spends some time on basic cultural notions, such as numerals, by comparing Europe and the United States, and she points out cross-cultural differences in math when grouping or representing numbers. For many secondary math teachers in the United States, this may be new information-even in urban settings, where the cultures mix the most. Part II is the practical core of the book, offering to content teachers excellent, realistic strategies for incorporating language in their daily instruction. Reiss provides a brief overview of theory in a layperson's terms. This aspect of the book will be welcomed by content teachers in high schools, who may not be well versed in language teacher education jargon. Emphasis is placed on empowering the learners by teaching them the language of requests for clarification or help. Next, Chapter 5 focuses on different ways of using

“Waiting to see me? ” asked Dr. Beebe. Was it an implicature or a speech act? Was the utterance i... more “Waiting to see me? ” asked Dr. Beebe. Was it an implicature or a speech act? Was the utterance intended as an invitation—Come in—or as a request for information—Are you here to see me? I stood up and followed Dr. Beebe into her office. This very first encounter ushered pragmatics into my life. It was also my first step in discovering many different aspects of interaction, and later on, it allowed me to go in my research where others feared to tread, so to speak. Doctor Beebe’s passion for pragmatics, and her ability to ignite her students ’ desire to pursue questions relevant to their lives, has kept many of us in her camp. The findings that will be presented in this paper come from my first research study inspired by Dr. Beebe’s class on pragmatics. As the introductory example illustrates, implicatures frequently occur in daily conversations, and yet their use is often not fully understood. Generally speaking, inplicatures are used to hint, suggest, or avoid directness for various reasons. They seem to be in direct contrast to Grice’s (1975) view that utterances need to be informative. Implicatures may purposely cloak direct information, so the hearer would need to infer what the message of the implicature was. According to Keenan (1976), implicatures can be used to withhold information or to allude to certain information, particularly in cases when doing the opposite would be “indiscrete, impolite,

Since proposing a more systematic framework for translating applied linguistics (AL) research to ... more Since proposing a more systematic framework for translating applied linguistics (AL) research to practice (Grujicic-Alatriste, Linking discourse studies to professional practice. Bristol, UK: Multilingual Matters, 2015), other publications followed suit (e.g., Lawson & Sayers, Sociolinguistic research: Application and impact. London: Routledge, 2016; McIntyre & Price, Applying linguistics: Language and impact agenda. New York: Routledge Taylor & Francis Group, 2018), engaging the question of relevance and impact in the various fields of AL and interdisciplinary studies. This chapter highlights the volume’s departing from current large-scale impact agenda and focusing instead on concrete steps undertaken by language researchers themselves to disseminate their own findings at the suitable sites of professional practice, thus beginning with the onset of outreach, not with the end result of impact. This introductory chapter reviews the strides made in translation research across fields ...

This chapter reports on the researcher’s efforts to disseminate findings arrived at in her 2015 s... more This chapter reports on the researcher’s efforts to disseminate findings arrived at in her 2015 study focusing on the importance of communicative purpose for genre-based writing instruction. This finding is shared with two groups of stakeholders at the university-based places of practice: full-time and part-time teachers of writing. Following the Framework for Application (2015), dissemination tools were designed by carefully selecting data sets, creating brief explanations of findings, and formulating research relevance questions meant to facilitate the practitioners’ feedback. These tools were revised a number of times based on different stakeholder group needs. What was considered most transparent research data representing student-produced genres was selected for a handout. Three pre-planned questions and a modified data sample set were used to discuss the findings’ relevance to these teacher groups. The sharing with the part-time writing instructors retained a more focus group ...

Journal of Second Language Writing, 2013

DePalma and Ringer's article proposes an eclectic, multidimensional, and multidisciplinary framew... more DePalma and Ringer's article proposes an eclectic, multidimensional, and multidisciplinary framework of adaptive transfer of writing. They define the new view of transfer as dynamic, idiosyncratic, cross-contextual, rhetorical, multilingual, and transformative. Using a transformative experience of eleven nurses who transition from school to work, DePalma and Ringer illustrate the elements of their framework. However, their explanation raises a number of questions, specifically the following: the scope of the framework and its relevance to diverse educational and professional settings; the relationship of adaptive transfer and language and writing socialization; the view of reshaping writing in genre studies; and the role of methodological and pedagogical choices in the adaptive transfer framework. #

Linking Discourse Studies to Professional Practice, Miltilingual Matters, UK, 2015

English for Specific Purposes, 2003

Language and Psychoanalysis, 2015