scholarly journals On the use of the address terms guys and mate in an educational context

2020 ◽  
Author(s):  
Jean Parkinson
Keyword(s):  
New Zealand ◽  
Classroom Environment ◽  
Classroom Discourse ◽  
Educational Context ◽  
Face Threats ◽  
Address Terms ◽  
Vocational Institution

© 2020 Elsevier B.V. In an educational context, the use of address terms indicating familiarity is one factor that contributes to a friendly classroom environment. The current study investigates the use of the address terms mate and guys in a corpus of classroom discourse in a vocational institution in New Zealand. Findings reveal that in addition to mate employed to address one person, and guys employed to address many people, these two address terms had very different functions. Guys was used to attract students' attention, to indicate the start of, end of, or change in task, and to emphasize important content, while mate functioned largely in mitigating face threats and in affective functions, such as encouragement and praise. This study shows how the use of these address terms facilitated the tutors’ achievement of these functions, which are all central to teaching.

scholarly journals On the use of the address terms guys and mate in an educational context

2020 ◽  
Author(s):  
Jean Parkinson
Keyword(s):  
New Zealand ◽  
Classroom Environment ◽  
Classroom Discourse ◽  
Educational Context ◽  
Face Threats ◽  
Address Terms ◽  
Vocational Institution

© 2020 Elsevier B.V. In an educational context, the use of address terms indicating familiarity is one factor that contributes to a friendly classroom environment. The current study investigates the use of the address terms mate and guys in a corpus of classroom discourse in a vocational institution in New Zealand. Findings reveal that in addition to mate employed to address one person, and guys employed to address many people, these two address terms had very different functions. Guys was used to attract students' attention, to indicate the start of, end of, or change in task, and to emphasize important content, while mate functioned largely in mitigating face threats and in affective functions, such as encouragement and praise. This study shows how the use of these address terms facilitated the tutors’ achievement of these functions, which are all central to teaching.

scholarly journals How to Address Your Instructor: An Analysis of Classroom Discourse at Saudi Arabian Universities

2020 ◽  
Vol 8 (4) ◽  
pp. p122
Author(s):  
Albatool Mohammed Abalkheel
Keyword(s):  
Cultural Values ◽  
National Culture ◽  
Classroom Discourse ◽  
Power Distance ◽  
Classroom Interaction ◽  
Large Power ◽  
Potential Factors ◽  
The University ◽  
Address Terms ◽  
Shed Light

Hofstede’s (1986) concept of national culture includes the key dimension of how power distance affects interactions between interlocutors on all levels and settings of a society, including that of the university. An examination of such interactions, including the expected linguistic behaviors of instructors and students, is quite useful, because cultural values and the archetypal roles of instructors and their students tend to shed light on the relationships and general atmosphere of not just the higher education setting, but also of the society as a whole. In the large power distance culture of Saudi Arabia, this concept is examined through an analysis of the different address terms students use in classroom discourse to address their instructors. Since the use of titles is related to classroom interaction, it is affected by power distance. This study investigates and analyzes the discourse of the classroom in Saudi universities to identify titles and address terms used in student-instructor communications. The research found that the terms students employ with instructors include social and academic terms; whereas first and last names were usually avoided. Effects of potential factors are explained in terms of Hofstede’s (1986) concept of power distance.

scholarly journals Critical Incidents and Librarian Professional Identity in LIS Pedagogy: Research Methodology as Pedagogical Tool Embedded in Reflexive Practice

2020 ◽  
Author(s):  
Cameron Pierson ◽  
Anne Goulding ◽  
Jennifer Campbell-Meier
Keyword(s):  
New Zealand ◽  
Professional Identity ◽  
Professional Education ◽  
Critical Incidents ◽  
Societal Change ◽  
Educational Context ◽  
Pedagogical Tool ◽  
Reflexive Practice ◽  
Public Librarian ◽  
Library Profession

Traditional conceptualisations of the library profession have been challenged due to persistent societal change, similarly affecting professional education. Challenges resulting from such change can be understood as uncertainty of definition and fit in society, and thus a questioning of professional identity. Examinations of professional identity offers potential in practice when introduced in the educational context. This paper outlines a pedagogical tool adapted from a method used in research investigating public librarian professional identity in New Zealand. The tool leverages the elicitation of critical incidents, along with guided questions, to prompt examination of professional identity. The tool is embedded within reflexive practice, creating a framework to understand and engage within increasingly interconnected and changing contexts.

Classroom discourse of an experienced teacher of Indigenous children

2004 ◽  
Vol 27 (2) ◽  
pp. 75-91 ◽  
Author(s):  
Anne Thwaite
Keyword(s):  
Hearing Loss ◽  
Classroom Environment ◽  
Classroom Discourse ◽  
Conductive Hearing Loss ◽  
School Community ◽  
Inclusive Classroom ◽  
Experienced Teacher ◽  
Indigenous Children ◽  
Conductive Hearing

Abstract This paper1 will examine the discourse of one experienced teacher of Indigenous children in lessons observed as part of the Conductive Hearing Loss (CHL) project conducted by Edith Cowan University in Perth2. In the classroom observed, all the children were Indigenous and the teacher was aware that some children were suffering from CHL. This analysis will identify some features of the discourse of this teacher, who was very experienced in this context and who was identified as successful by her peers and the school community, with the aim of describing some of the strategies which contribute to her success. These strategies include constructing an inclusive classroom environment, empowering the students, avoiding authoritarianism and being responsive to the students. How these techniques are expressed in the discourse will be discussed here.

scholarly journals Critical Incidents and Librarian Professional Identity in LIS Pedagogy: Research Methodology as Pedagogical Tool Embedded in Reflexive Practice

2020 ◽  
Author(s):  
Cameron Pierson ◽  
Anne Goulding ◽  
Jennifer Campbell-Meier
Keyword(s):  
New Zealand ◽  
Professional Identity ◽  
Professional Education ◽  
Critical Incidents ◽  
Societal Change ◽  
Educational Context ◽  
Pedagogical Tool ◽  
Reflexive Practice ◽  
Public Librarian ◽  
Library Profession

Traditional conceptualisations of the library profession have been challenged due to persistent societal change, similarly affecting professional education. Challenges resulting from such change can be understood as uncertainty of definition and fit in society, and thus a questioning of professional identity. Examinations of professional identity offers potential in practice when introduced in the educational context. This paper outlines a pedagogical tool adapted from a method used in research investigating public librarian professional identity in New Zealand. The tool leverages the elicitation of critical incidents, along with guided questions, to prompt examination of professional identity. The tool is embedded within reflexive practice, creating a framework to understand and engage within increasingly interconnected and changing contexts.

scholarly journals “HEY GOOGLE, HELP ME LEARN” Voice Assistant Devices in the New Zealand Primary School

2021 ◽  
Author(s):  
◽  
Laura Butler
Keyword(s):  
Artificial Intelligence ◽  
New Zealand ◽  
Primary School ◽  
Technology Acceptance ◽  
Classroom Environment ◽  
Social Impact ◽  
Ease Of Use ◽  
Classroom Environments ◽  
Teacher Interviews ◽  
Social Use

<p>Artificial intelligence is being embedded into home devices and these have the potential to be useful tools in the classroom. Voice assistant devices such as Google Home or Alexa can respond to verbal instructions and answer questions using the Internet of Things, web-scraping or native programming. This research explores student use of voice assistant devices in the context of two senior primary school classrooms in New Zealand. A socio-material approach is taken, examining the devices in existing classroom environments and how the children use these devices without teacher prompting. The research is framed within the Technology Acceptance Model 2 (Venkatesh et al., 2003). Student’s perception of the device’s usefulness, ease of use, and the subjective norm and social impact of using the device in each classroom environment is discussed. The research questions examined were what and how do students ask the devices, and how accurate the devices are in answering their enquiries. Data were gathered for two case studies from device transcripts over six weeks and teacher interviews. Findings suggest that the students found the devices usable, useful and interesting to challenge and explore. Reliable responses for basic literacy, numeracy, and social studies enquiries were recorded, however, the ability of the device to understand student enquiries was variable and the device was limited by a lack of pedagogical techniques and knowledge of learner needs. Evident in the data were students’ social use, perseverance and anthropomorphism of the devices. The implications of this research are that voice-activated artificial intelligence devices can support learners in classroom environments by promoting perseverance, independence, and social learning.</p>

scholarly journals Address terms in New Zealand English: Tracking changes to the social indexicality of gendered terms of address

2021 ◽  
Author(s):  
◽  
Amy Giles-Mitson
Keyword(s):  
New Zealand ◽  
Data Sets ◽  
Social Functions ◽  
Data Set ◽  
Address Forms ◽  
The Social ◽  
English Speaking ◽  
Gender Neutrality ◽  
Address Terms ◽  
Free Status

<p>Recent research has suggested that some conventionally masculine address terms are becoming more gender neutral in English speaking countries. This study examines the four most prominent gendered address forms in New Zealand English: mate, bro, man and guys in order to gain insight into the terms’ social indexicalities, and track any shifts towards gender neutrality. The study takes a mixed-methods approach to analysing two distinct data sets: four corpora of spoken New Zealand English and a data set collected from a range of current media sources. Results from this study suggest that mate is in retreat in younger New Zealanders’ speech, while bro may be increasing in usage as an unmarked form. Results also suggest that both man and guys have a largely gender free status and are being used frequently in New Zealand. These findings contribute to the growing interest sociolinguists are taking in informal address terms by providing an analysis of the interactional and social functions of address forms in New Zealand English.</p>

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