bluuebunny/crossref_metadata_2025_split huggingface dataset:
Ostensible invitations
Authors: Isaacs Ellen A. , Clark Herbert H. 
Published: December 2008

ABSTRACTPeople sometimes extend invitations they don't intend to be taken seriously. We call these ostensible invitations. From a collection of spontaneous examples, we argue that they require: a pretense of sincerity by the speaker; mutual recognition of the pretense by speaker and addressee; collusion on the pretense by the addressee; ambivalence by the speaker about its acceptance; and an off-record purpose by the speaker. We describe seven techniques speakers use in fulfilling these requirements. We also show that speakers try to achieve their off-record purpose by getting addressees to recognize the expectable effects of the invitation, the situation, and the fact that they chose to extend an ostensible invitation. Finally, we argue that ostensible invitations are part of a class of ostensible speech acts, and these in turn are related to other types of nonserious language use. (Speech acts, pragmatics, off record, pretense, nonserious language use)
Social network and social class: Toward an integrated sociolinguistic model
Authors: Milroy Lesley , Milroy James 
Published: December 2008

ABSTRACTIn sociolinguistics, approaches that use the variables of socioeconomic class and social network have often been thought to be irreconcilable. In this article, we explore the connection between these variables and suggest the outlines of a model that can integrate them in a coherent way. This depends on linking a consensus-based microlevel of network with a conflict-based macrolevel of social class. We suggest interpretations of certain sociolinguistic findings, citing detailed evidence from research in Northern Ireland and Philadelphia, which emphasize the need for acknowledging the importance of looseknit network ties in facilitating linguistic innovations. We then propose that the link between network and class can be madeviathe notion ofweaknetwork ties using the process-based model of the macrolevel suggested by Thomas Højrup's theory of life-modes. (Sociolinguistics, sociology, quantitative social dialectology, anthropological linguistics)
“How are you?”: Negotiating phatic communion
Authors: Coupland Justine , Coupland Nikolas , Robinson Jeffrey D. 
Published: December 2008

ABSTRACTSince its introduction by Malinowski in the 1920s, “phatic communion” has often been appealed to as a concept in sociolinguistics, semantics, stylistics, and communication, typically taken to designate a conventionalized and desemanticized discourse mode or “type.” But anegotiationperspective, following the conversation analysis tradition of research on greetings and troubles telling, fits the discursive realities better. Phaticity is a multidimensional potential for talk in many social settings, where speakers' relational goals supercede their commitment to factuality and instrumentality. We then analyze phatic processes in elderly people's responses to a scriptedhow are you?opening in interviews about their medical experiences. Discourse analyses of phatic communion can raise important issues for gerontological and medical research. (Phatic communion, small talk, greetings, elderly talk, medical talk, preference structure)
On the linguistic shaping of thought: Another response to Alfred Bloom
Authors: Lardiere Donna 
Published: December 2008

ABSTRACTBloom (1981, 1984) linked the existence of specific grammatical constructions – for example, the counterfactual conditional in English – to the development of a labeled cognitive schema specific to counterfactual thought. He claimed that because the Chinese language lacks an equivalent grammatical marker, Chinese speakers do not develop the corresponding cognitive schema and thus process counterfactuals “less naturally” (1981:22) than English speakers. Whereas attempts to replicate Bloom (Au 1983, 1984; Liu 1985) questioned the extent to which such differences exist, this article demonstrates that where differences in counterfactual response patterns clearly do exist, they cannot be attributed to the presence/absence of a linguistic “counterfactual” construction.
Some African-American perspectives on Black English vernacular
Authors: Speicher Barbara L. , McMahon Seane M. 
Published: December 2008

ABSTRACTSixteen African Americans affiliated with a university participated in open-ended interviews exploring their experiential, attitudinal, and descriptive responses to Black English Vernacular (BEV). The fields of sociolinguistics and education report complex and contradictory attitudes and research findings regarding this code. In addition, media representations of BEV have been misleading. This article investigates how these sources have influenced the attitudes of these African Americans over the last 20 years. We found few trends and little unanimity among our respondents. This finding is neither problematic nor surprising. African Americans do not comprise a monolithic group, acting, speaking, and thinking as one. The results are summarized, and three issues that emerged from the interviews are discussed: problems with the label,BlackEnglish Vernacular; the possibility that BEV was socially constructed; and the perception that BEV is a limited linguistic system. (Sociolinguistics, education, attitudes toward language varieties, Black English Vernacular)
Topic transitions in physician-patient interviews: Power, gender, and discourse change
Authors: Ainsworth-Vaughn Nancy 
Published: December 2008

ABSTRACTThis article examines the ways topic transitions are made in 12 physician-patient encounters between eight physicians (four men and four women) and eight patients, all women, in private practice settings. The data include visits by the same patient to more than one physician; these data are unique in the literature. I expand both the explicit theoretical frame in which topic transitions have been described and the types of these transitions that need consideration. The two major types of transitions arereciprocalandunilateralactivities. Reciprocal topic-transition activities are assumed to share power between physician and patient; unilateral topic transitions are assumed to allocate power to the speaker. Ratios of reciprocal to unilateral activities differ widely by gender of the physician. Change in discourse norms for this event may be in progress, due to increasing numbers of women physicians. (Medical discourse, topic, power, gender, sociolinguistic change, English)
A question of context: Directive use at a morris team meeting
Authors: Jones Kimberly 
Published: December 2008

ABSTRACTStudies of speech acts such as directives and of gender and language use have rarely considered the details of the speech context. Comparing men's and women's use of directives at a dance group meeting, I find little difference in the frequency with which they direct others, the targets of their directives, or the types of directives used. Status variations within the group, although more important than gender, still fail to show the primary factors influencing the use of directives. Directive usage cannot be adequately understood without considering the specific contexts in which directives occur. Potentially face-threatening, directives are used most and expressed most strongly when another threat to conversation outweighs the threat of the directive, when the bonds between participants are strong enough to mitigate the threat, or when a high degree of involvement in a conversation renders the threat less potent and encourages the expression of solidarity and interest. (Conversation analysis, directives, gender and language use, speech acts, English)
Pronominal disagreements: The stubborn problem of singular epicene antecedents
Authors: Newman Michael 
Published: December 2008

ABSTRACTThis study examines how speakers on certain TV interview programs resolve problems of agreement with formally singular epicene antecedents. The form most frequently used isthey, althoughhedoes appear fairly often. Some forms found in written English hardly occur. It appears thattheyis not used simply to avoid a commitment to gender. Rather, three factors appear to contribute to speakers' choice of pronominal: presuppositions about gender roles associated with the referent, notional number of the referent, and the extent to which the referent can be posited as a specific individual. The idea that there is a gap in third person singular pronouns in spoken English is criticized. (Pronominal gender, agreement, semantics, usage, English)
Sociolinguistic implications of academic writing
Authors: Nida Eugene A. 
Published: December 2008

ABSTRACTThe language of academic journals tends to become so technical that only specialists are able to understand the unnecessarily complex features of vocabulary, syntax, discourse, and format. This seems particularly unfortunate at a time when the results of present-day scholarship in linguistic and cultural anthropology need to be as widely accessible as possible. An examination of problems in two articles in Language and one in the American Anthropologist points out the nature of the difficulties and some of the solutions. (Sociolinguistics, academic dialects, writing, jargons, English)
When “difference” is “dominance”: A critique of the “anti-power-based” cultural approach to sex differences
Authors: Uchida Aki 
Published: December 2008

ABSTRACTThis article analyzes the dichotomization of two opposing approaches to studying sex differences in language use: the “difference/cultural” approach, which treats women and men as having “different but equally valid” rules of conversation, and the “dominance/power-based” approach, which focuses on male dominance and sexual division of labor in talk. I critique the stance taken by the difference approach. First, its notion of women and men as belonging to different “cultures” is too simplistic to account for everything that occurs in mixed-sex conversation. Second, the dichotomization of “power” and “culture” as two separate, independent concepts is inappropriate, because social interaction always occurs in the context of a patriarchal society. As a direction for further research, I propose that the relationship between gender and language should be approached from the viewpoint that we are doing gender in interaction. (Sociolinguistics, communication, conversational style, gender, sex differences)
Dividing the rice: A microanalysis of the mediator's role in a Northern Thai negotiation
Authors: Bilmes Jack 
Published: December 2008

ABSTRACTAlthough there exists an extensive literature on mediation, little attention has been given to the close analysis of talk in actual mediations. This article applies various analytic techniques, particularly those of conversation analysis and sociolinguistics, to provide a culturally contexted account of a mediation. At issue is the division of a rice harvest between a sharecropper and the owner of a ricefield in a Northern Thai village. Practices with regard to accusation and criticism, defense and denial, expression of anger, formulation of parties, and perspectival shifting are central to the analysis.In order to understand what is taking place, it is necessary to have some knowledge of a variety of cultural and “contextual” matters, for example, genres and styles of local speech, traditional and current share-cropping practices, the national law regarding sharecropping, and local administrative practices, as well as the history of relations between the parties to the negotiation. On the other hand, a close analysis of the talk reveals a good deal about general cultural contexts, as well as about Northern Thai mediation. (Mediation, conversation analysis, Thailand)
Diglossia: A bibliographic review
Authors: Hudson Alan 
Published: December 2008

ABSTRACTThe bibliography following the body of this paper contains a total of 1,092 entries on the subject of diglossia. Entries dealing with diglossia in the classical sense of Ferguson (1959) and in the sense of functional compartmentalization of distinct languages are represented approximately equally. Scholarly publication in the area of diglossia continues unabated as indicated by the fact that approximately one-half of the entries in the bibliography were published between 1983 and 1992. However, there remains a need for a comprehensive integration, comparative analysis, and socioevolutionary interpretation of diglossia research. (Bilingualism, diglossia, functional variation, literary languages, registers, standard languages, standardization)
Assessment in Music in the Third and Fourth Years of Secondary Schooling in Scotland: Some Interim Thinking from the Dundee Project
Authors: Macdougall Ian 
Published: December 2008

In January 1982 a research project on the assessment of music was set up in Dundee College of Education. The remit of the Project is to investigate new ways of assessing the teaching of music as a practical subject within the 14–16 age range.Action research was placed under the direction of Mrs Marion Cameron de Quincey, Senior Lecturer in Educational Psychology. Dr Ian Macdougall a member of staff in the Music Department of Wester Hailes Education Centre, a six-year comprehensive school in Edinburgh, was invited and appointed to carry out the necessary fieldwork.The Project, originally scheduled to end in late 1984, is – as a result of interest already created – likely to be extended for a further two years.
Music in Scottish Secondary Schools: Towards a New Vision
Authors: Sloggie James , Ross James 
Published: December 2008

This is the story of a remarkable change in approach to musical education which has taken place in Scottish secondary schools during recent years.Readers will bear in mind that the system of education in Scotland is independent of, and different from, that established in England. It is administered locally by education authorities which, together with head-teachers, are responsible for the curriculum taught within the schools. The Secretary of State for Scotland, nevertheless, retains an overall responsibility for the structure and balance of the school curriculum, which he fulfils by providing education authorities and head-teachers with general advice and guidance on curriculum matters. He is advised on these matters by HM Inspectorate of Schools (Scotland) and by the Consultative Committee on the Curriculum. The Consultative Committee on the Curriculum, in turn, is advised on musical matters by its subcommittee, the Scottish Central Committee on Music. Two external examinations, Ordinary and Higher Grades – taken at ages 16 and 17 respectively – are the responsibility of the Scottish Examination Board.Scotland has a population of some five and a half million people. It has four professional orchestras – two with international reputations – professional opera and ballet companies, national youth brass and wind bands, and orchestra. There are over four hundred secondary schools. Instruction in music has been a feature of Scottish schools for centuries.
The Contemporary Composer in the Classroom
Authors: Owens Peter 
Published: December 2008

This article is a revised version of a talk given by the author before an international symposium on music education in Hortos, Greece, in 1985. It considers the current state of modern music, suggesting that there have been some important changes in direction since the avant-garde styles of the 1950s and 1960s; and it reflects on some of the implications of these changes for secondary-school music teaching.Some proposals are made for factors likely to facilitate the success of contemporary music which children hear or perform. In the original talk these points were illustrated with recorded examples, indicated here by numbers in the text. The role of children as contemporary composers themselves is also discussed in terms of the method and motivation by which creative work may be encouraged.The educational writers on whom the author bases much of his argument are clearly acknowledged throughout the text. Otherwise, opinions derive from experience of teaching and writing music for children in England and in France.
School and Music-school Collaboration in Sweden
Authors: Stålhammar Börje 
Published: December 2008

How do we channel teenagers' interest in music? What guides our music teaching today, and what possibilities are there for development and change? These questions have given me occasion to take a closer look at the situation of music teaching today.Many teachers have asked themselves how we in the comprehensive school and the music school can look after the zest and creative power which are often exhibited by teenagers when they perform music freely, not under the direct control of a teacher. I have also, on quite a number of occasions during lessons, registered resignation and tedium on the part of pupils.The consequence has been drop-out from music school – sometimes experienced as a relief both by teacher and pupil. Despite the fact that the educational orientation has been based on a ‘musical encounter’ between teacher and pupil, this encounter has not occurred (or has sometimes occurred with a difference which certainly might have been corrected). But the pupil's great interest in music has not diminished – great interest, that is, in music as the pupil understands the term!
Sex-stereotyping in Children's Preferences for Musical Instruments
Authors: Bruce Rosemary , Kemp Anthony 
Published: December 2008

This paper considers the effects of children's gender associations on their preferences for musical instruments, and questions whether the limited range of instrumental selection made by boys can be regarded as a result of such associations.The research project was devised to investigate the responses of infant school children to male and female musicians. The findings indicated that instrumental preferences were influenced by gender associations which could be lessened by providing positive role models. Whereas girls were more able to cross over gender divisions than boys, boys had a narrower range of interests in instruments. It was shown that the provision of an opposite gendered role model helped to overcome the associations made with particular instruments.
Music and the National Curriculum in Primary Schools
Authors: Lawson Dorothy , Plummeridge Charles , Swanwick Keith 
Published: December 2008

Abstract:This inquiry focused on the initial implementation of the National Curriculum for music in primary schools. The findings – from 39 schools in different parts of England – indicate that although some teachers are confident about introducing the new curriculum, many perceive problems implementing the programme as presently formulated. In particular there is a reluctance to teach music history and notation to the extent specified and concern is expressed by class teachers over their ability to cope with all the requirements. Successful implementation wold seem to depend on the presence of supportive head teachers, proactive subject coordinators and appropriate INSET programmes.
Music Education and the Primary/Early Childhood Teacher: A Solution
Authors: Barrett Margaret 
Published: December 2008

Music curriculum courses for generalist primary and early childhood teacher education students have tended traditionally to be heavily skill-intensive and instruction-based and reflective of the pedagogical methods of prominent music educators. In such learning experiences emphasis is generally placed upon the acquisition of skills dealing with notational and historical precedents and the development of some expertise in the areas of singing, playing and listening. Whilst these experiences provide students with valuable insights into traditional music education pedagogy, students who have a limited formal knowledge of music and who do not consider themselves to be musically articulate or literate frequently find such experiences alienating. Furthermore the teaching practices modelled through such programs tend to conflict with those advocated in other curriculum areas.In an attempt to redress this situation an action research study was undertaken in which compulsory music curriculum units for generalist primary and early childhood teacher education students were re-developed to place compositional experience at the heart of the music education enterprise. In developing a theoretical and philosophical base for the pre-service music education units a number of educational strategies common in other curriculum areas were examined and adapted for use in the music education classroom.Qualitative evaluation of the units has indicated that participating students whilst developing skills and knowledge in music and understanding of a range of teaching and learning strategies also perceive themselves to be more capable and confident as musicians.
Metamorphosis: Creative and Integrated Teaching Methods in European Music Education
Authors: Stephens Jonathan 
Published: December 2008

The image of change, as witnessed in the process of metamorphosis, emphasises the importance of an approach to music education which is not confined to the development of skills without placing these in the context of a holistic creative framework. The theme of structuring a music education curriculum within such a creative framework is not new; however, while national and more local directives on education (in Britain and abroad) continue to emphasise a ‘knowledge-skills’ basis to learning, it remains necessary to draw attention to the long-term purpose of education and the position of knowledge and skills within an individual's understanding and creative development. The issue explored in this article is not one of ‘either/or’, but rather that of perception and emphasis.Structurally the article reflects the development of a butterfly, with an increasing emphasis on creativity towards the final section of the paper. In addition the rondo structure of Smetana's Vltava contributes to the structural framework of the article – broadly in terms of the progress of a river from source to end, as well as at the particular level: for example, in the area of duality and balance of such elements as the cold and warm streams, and the two main scenes (day and night) through which the river passes. In this article, the two concepts of creativity and integration are combined within a creative structure, just as the elements of Smetana's composition are imaginatively and creatively integrated. The sub-title of the article places the themes of creativity and integration within a European framework, where ongoing attempts at political, economic and social bonding are reflected in the need to establish a currency of educational approaches to enable professional interaction and mobility to develop.
The Experiences, Attitudes and Expectations of Music Students from a Feminist Perspective
Authors: Maidlow Sarah 
Published: December 2008

Attempting to explain the mis-match between women's low profile in most music professions and females' success in formal music education, I looked for differences in the attitudes, experiences and expectations of music students. This was done by using repertory grids with relatively small numbers of A-level and undergraduate music students, and postgraduate student teachers with music degrees. Constructivist psychology, of which repertory grid technique is a practical example, offers approaches in harmony with feminist preferences for the meaning people attach to their situation and the usefulness of their interpretation over notions of truth. Thus participants' responses dictate any groupings to emanate from analysis, rather than their being placed in pre-determined categories.The outcomes of the study suggested, however, that little differentiates female and male musicians, as represented by these music students. Conversely, the results implied that the sexes are inclined to think similarly, insofar as likenesses in their attitudes could be associated with their instrument, and, crucially, that each sex tended to look to mo dels I mentors who reflected their sex as well as instrument. The sexes' inconsistency of achievement might then be explained by differences between sex-role models.