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Journal articles on the topic 'Educational discourse'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Truba, H. M. "DEFINITION OF THE CONCEPT OF EDUCATIONAL NETWORK DISCOURSE: DEFINITION OF THE CONCEPTS OF “EDUCATIONAL DISCOURSE”, “SCIENTIFIC DISCOURSE” AND “EDUCATION NETWORK DISCOURSE”." Opera in linguistica ukrainiana, no. 29 (November 9, 2022): 360–68. http://dx.doi.org/10.18524/2414-0627.2022.29.262420.

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The article is devoted to distinguishing a new discourse - the educational network, which is a completely new unit that has not been studied before, from traditional scientific and pedagogical discourses and its characteristics according to the classical established scheme of structuring discourses. In the modern world of digitization and automation of various processes, science and education do not stand aside, and the teacher is at the forefront of changes - scientific and pedagogical discourses undergo not only formal, but also qualitative changes, which are caused by the search for new educational paradigms and concepts, principles and approaches to the organization of educational process, as well as methods, forms and means of teaching students, the introduction of technological innovations that will contribute to the improvement of the quality of foreign language philological education. All this could not fail to fundamentally change the structures of these discourses and lead to the formation of new ones. The purpose of the study is to separate the educational network discourse into a separate structural unit. The task: to analyze the online “life” of Ukrainian educators and, based on this research, to describe the structure of educational network discourse.The object of the study is the educational network discourse, and the subject of the study is the definition of the main differential features inherent in any discourse. The actual material is a collection of materials on social networks “Intagram”, “Facebook”, “YouTube”, “TikTok”. In total, more than 500 pages of both well-known and notable figures in the Ukrainian educational space (the official pages of I. D. Farion and O. M. Avramenko) and little-known ones have been processed. Among the general scientific methods, analysis, synthesis, induction, deduction, observation were used, in particular not included (observation of official pages); descriptive. The scientific novelty of the study lies in the fact that it is the first attempt to study the educational network discourse, which is widely represented in today’s society. Therefore, the educational network discourse is not purely institutional, but is an argumentative, informational, socially ritual institutional-household mediated type of discourse.

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2

Holmes, Mark. "Synthesizing Educational Discourse." Curriculum Inquiry 25, no. 3 (September 1995): 229–32. http://dx.doi.org/10.1080/03626784.1995.11076180.

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3

VOROBEVA, SVETLANA N. "EDUCATIONAL CONTEXT OF RELIGIOUS DISCOURSE." Cherepovets State University Bulletin 1, no. 100 (2021): 78–88. http://dx.doi.org/10.23859/1994-0637-2021-1-100-6.

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This paper deals with the educational orientation of religious discourse, which is the dominant feature of this type of communication. In this regard, the article provides a comparative analysis of religious and pedagogical discourses, which allows us to identify common constitutive features, show typological similarities based on a special type of relations between discourses that have developed in the process of their historical interaction at different stages of development. The socio-cultural characteristics of discourses demonstrate the unity of their goals, means and methods aimed at the formation of a spiritual and moral personality. The study uses theological, socio-cultural and discursive research methods.

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Davoudi, Mohammad. "The Position and Role of Purification in Educational Discourses (Happiness Discourse, Health Discourse, Austerity Discourse and Quranic Discourse)." Applied Issues in Quarterly Journal of Islamic Education 2, no. 3 (February 1, 2018): 41–66. http://dx.doi.org/10.29252/qaiie.2.3.41.

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5

Anderson, Gary, and Angus Shiva Mungal. "Discourse analysis and the study of educational leadership." International Journal of Educational Management 29, no. 7 (September 14, 2015): 807–18. http://dx.doi.org/10.1108/ijem-05-2015-0064.

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Purpose – The purpose of this paper is to provide an overview of the current and past work using discourse analysis in the field of educational administration and of discourse analysis as a methodology. Design/methodology/approach – Authors reviewed research in educational leadership that uses discourse analysis as a methodology. Findings – While discourse analysis has been used in the field, little work has been done that explores “leadership” as a discourse practice. Originality/value – Increased use of discourse analysis in the field might unearth the ways principals and superintendents are creators of discourse and mediators of the discourses of others.

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6

Dronov, Ivan S. "Discursive space of educational environment of the university." Neophilology, no. 26 (2021): 335–44. http://dx.doi.org/10.20310/2587-6953-2021-7-26-335-344.

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The concept and phenomenon of discourse as a social phenomenon has been of interest to researchers-methodologists for a long time. The diversity of opinions and approaches to definition also contributes to the development of modern discourse theory. In the formation of social in-stitutions, discursive characteristics take on a new meaning and are modified for individual partic-ipants in the communication process. We propose the author’s definition of the term “pedagogical discourse”, which is understood as the process of communicative-speech interaction of communi-cants, carried out in order to achieve certain pedagogical goals that contribute to the socialization of the student in society. We also propose the author’s interpretation of the term “educational dis-course”, which is a set of educational and methodological techniques aimed at increasing the level of training of participants in the formation of the communication process between the teacher and the student. We present a model for the formation of the discourse space of the educational environment of the university, represented by three types of discourses – pedagogical, educational and academic. The interrelation of discourses among themselves determines the structure of the discourse space and involves the creation of educational-pedagogical, academic-pedagogical and educational-pedagogical discourse. Each of the types of discourse serves a specific purpose. The work also explores and analyzes the existing definitions of discourse space. We bring the following definition of discursive space – a complexly organized structure within a social institution, in the center of which is an individual producing discourses interconnected with each other taking into account linguistic and extralinguistic norms and sociocultural implications.

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7

Prepotenska, Maryna Petrovna. "Multipotentials in educational discourse." Filosofiya osvity. Philosophy of Education 26, no. 1 (December 25, 2020): 99–112. http://dx.doi.org/10.31874/2309-1606-2020-26-1-6.

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While responding to the challenges of globalization, the system of modern education often reduces the range of humanitarian disciplines, forming utilitarian programs in universities, but at the same time preserves such a vestige of the past as the priority of the academic format over the heuristic one. At the same time, the global world, a multiplex of events and opportunities, contributes to the emergence of a special type of a student in the educational discourse – a multipotential (MPL), who is capable of succeeding in several activities at once. The philosophical and methodological key to the reorganization of education within this context may be the idea of a “transversal self” of a student in the dynamics of diversity and creative self-development. In light of the theory of generations and multipotentiality, a balance of academism and new forms of university communication is becoming necessary because in the life of millennials and representatives of generation Z, reality and virtual space, modular thinking and multitasking, the dislike for reading and creativity, and independent judgments merge. Interactive, visual, virtual and performative forms of learning are the most effective solutions for them. Social cataclysms of the beginning of the 21st century also require special stress resistance, emotional intelligence, auto-reflection, and media literacy from participants of the educational process. This actualizes the resources of practical philosophy, psychology, sociology and other humanitarian disciplines for the comprehensive development, awareness and self-regulation of a person. A very constructive educational discourse is the communication of a multi-potential teacher with gifted students. One example can be the scientific and creative activities of Vanya Angelova, a professor at Velikotyrnovsky University. St. Cyril and Methodius, who emphasizes the value of the "return" of the book, the co-creation of teachers and students, and wide international cooperation within the context of the topic of multi-potentials.

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8

Purpel, David E. "Educational Discourse and Spirituality." Journal of Curriculum and Pedagogy 2, no. 2 (December 2005): 115–18. http://dx.doi.org/10.1080/15505170.2005.10411561.

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9

Smeyers, Paul, and Marc Depaepe. "Introduction: Educational Research: Discourses of Change and Changes of Discourse." Journal of Philosophy of Education 50, no. 1 (February 2016): 6–7. http://dx.doi.org/10.1111/1467-9752.12168.

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10

Gearity, Brian T. "Effective Coaching: the Winning Discourse or Educational Foundations?" Journal of Coaching Education 3, no. 1 (April 2010): 69–89. http://dx.doi.org/10.1123/jce.3.1.69.

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A multitude of discourses inside and outside of sport suggest the value of winning. The result of these discourses has contributed to the belief that winning is evidence of effective coaching and that winning is the aim of sport. This paper begins by describing several of the winning discourses constructed by the media, academic community, sport stakeholders, and coaches. Furthermore, I argue that the winning discourse has tacitly contributed to coaches identifying the outcome of a sport contest (e.g., win or loss) as an appropriate measure of good, effective coaching. After identifying the perils of this view and associated illogical thinking, I suggest the creation of new discourses related to the educational foundations of effective coaching.

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11

Levitan, K. M. "On the modern educational discourse." Yazyk i kul'tura, no. 39 (September 1, 2017): 221–25. http://dx.doi.org/10.17223/19996195/39/15.

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12

STANDISH, PAUL. "Educational Discourse: meaning and mythology." Journal of Philosophy of Education 25, no. 2 (December 1991): 171–82. http://dx.doi.org/10.1111/j.1467-9752.1991.tb00638.x.

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13

Nespor, Jan. "Unsettling categories in educational discourse." Pedagogy, Culture & Society 19, no. 2 (July 2011): 319–26. http://dx.doi.org/10.1080/14681366.2011.582268.

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14

Vladimirovich, Budaev Eduard, Chudinov Anatoly Prokopievich, and Trubina Galina Filippovna. "Conceptual Metaphor in Educational Discourse." Biosciences Biotechnology Research Asia 12, no. 1 (April 30, 2015): 561–67. http://dx.doi.org/10.13005/bbra/1698.

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15

Iordachescu, Grigore-Dan, Teodora Popescu, and Crina Herteg. "The power of metaphors in the educational discourse." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 9 (April 6, 2017): 150–55. http://dx.doi.org/10.18844/gjhss.v2i9.1095.

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16

Grundy, Shirley. "Beyond Guaranteed Outcomes: Creating a Discourse for Educational Praxis." Australian Journal of Education 36, no. 2 (August 1992): 157–69. http://dx.doi.org/10.1177/000494419203600204.

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Connell talks about ‘praxis traps’ as being ‘where people do things for good reasons and skilfully, in situations that turn out to make their original purpose impossible to achieve’. This idea of praxis traps reminds us of the elusive nature of human action. However, according to the ideology of managerialism, educational practice is a technical process the outcome of which can be foreknown and guaranteed. In this paper, it is argued that current discourses, such as the New South Wales Scott report, which represent educational practice as technical behaviour, the outcomes of which can be guaranteed, must be challenged. Critique of the discourse alone, however, will not be enough to quell the demands for outcome guarantees. What is needed is the development of a new discourse; one which takes account of uncertainty and unpredictability in educational practice. The paper points to some of the key terms in such a discourse.

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17

Bertrand, Melanie, Wendy Y. Perez, and John Rogers. "The covert mechanisms of education policy discourse: Unmasking policy insiders’ discourses and discursive strategies in upholding or challenging racism and classism in education." education policy analysis archives 23 (September 25, 2015): 93. http://dx.doi.org/10.14507/epaa.v23.2068.

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Policy insiders across party lines increasingly acknowledge educational “gaps,” yet they talk about this inequity in very different ways. Though some critique disparities through a structural lens, others use deficit discourse, blaming families of color and working-class families for educational outcomes. This study examines how state policy insiders explain educational inequity, shedding light on the complex relationship between language and the maintenance of systemic racism and classism in education. Drawing upon a unique data set of interviews with 50 policy insiders in one state in the United States, we found three main discourses used to explain inequity in education, each of which cited a different cause: 1) structural inequity, 2) perceived deficits of families and communities, and 3) teachers unions and teacher seniority. Policy insiders used often-veiled discursive strategies to advance their discourses. For instance, those that used deficit discourse: 1) asserted that those most negatively impacted by inequity cause inequity; 2) strengthened deficit discourse by blending it with one or both of the other two discourses; and 3) made inequity appear natural through the use of several substrategies, including obscuring the identity of those harmed by inequity. These strategies allowed some policy insiders to strengthen deficit discourse, divert attention from structural issues, and characterize themselves positively while advancing racist and classist ideas. These findings have compelling implications in terms of possibilities for policy changes supportive of educational equity.

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18

Walker, Keith, and David Corson. "Discourse and Power in Educational Organizations." Canadian Journal of Education / Revue canadienne de l'éducation 22, no. 1 (1997): 105. http://dx.doi.org/10.2307/1585819.

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19

Iakovleva, V. V. "DISCOURSE IN EDUCATIONAL ACTIVITIES (TERMINOLOGICAL ASPECT)." Вестник Московского государственного лингвистического университета. Гуманитарные науки, no. 11 (2021): 191–203. http://dx.doi.org/10.52070/2542-2197_2021_11_853_191.

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20

Bukhari, Nasir H. S. "Critical Discourse Analysis and Educational Research." IOSR Journal of Research & Method in Education (IOSRJRME) 3, no. 1 (2013): 09–17. http://dx.doi.org/10.9790/7388-0310917.

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21

Kirgintseva, N. S., M. V. Kirgintsev, and S. A. Nechaev. "«LINGUISTIC PERSONA» IN EDUCATIONAL SCIENTIFIC DISCOURSE." Современные проблемы науки и образования (Modern Problems of Science and Education), no. 6 2020 (2020): 23. http://dx.doi.org/10.17513/spno.30257.

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22

Spasojević, Jelena. "Educational discourse: Dual and vocational education." Komunikacije, mediji, kultura 10, no. 10 (2018): 161–84. http://dx.doi.org/10.5937/gfkm1810161s.

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23

Long, Fiachra. "Protocols of silence in educational discourse." Irish Educational Studies 27, no. 2 (June 2008): 121–32. http://dx.doi.org/10.1080/03323310802021813.

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24

Bascia, Nina, and David Corson. "Discourse and Power in Educational Organizations." Canadian Public Policy / Analyse de Politiques 22, no. 4 (December 1996): 420. http://dx.doi.org/10.2307/3551477.

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25

Munthe, Elaine. "Book Review: Metaphor in Educational Discourse." Discourse & Society 16, no. 4 (July 2005): 583–84. http://dx.doi.org/10.1177/095792650501600408.

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26

Nekhaienko, Oksana, and Daria Yashkina. "Educational Reform in Ukraine's Election Discourse." Sociological studios, no. 2(15) (2019): 82–89. http://dx.doi.org/10.29038/2306-3971-2019-02-82-89.

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27

Shukman, Victoria E. "Basic Concepts in German Language Textbooks for Foreigners in the Educational Discourse of Germany." Current Issues in Philology and Pedagogical Linguistics, no. 1(2021) (March 25, 2021): 280–94. http://dx.doi.org/10.29025/1994-7720-2021-1-280-294.

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This article is devoted to the identification and research of the basic concepts and their representatives, reproduced in the educational discourse of the Federal Republic of Germany in the practice of learning German as a foreign language. The educational discourse is a system of value-semantic communication of the subjects of the educational process (I.S. Artyukhova). This system is mobile, exists in educational environments of different levels, includes participants of the discourse, educational aims, values and content. The analysis presented in the article is based on the material of the German-language textbook for foreigners of the elementary level «Berliner Platz 1 NEU», used in many universities, language centers and linguistic clubs of Germany and Russia. The relevance of this research is determined by the need to study the verbalization of the linguistic and cultural policy of modern Germany, aimed at the active influx of foreigners, their socio-culturally and linguistically assimilation in the host country, which is reflected in the modern German-language educational discourse. The aim of the research is to identify and describe the basic concepts presented in the educational discourse of Germany on the material of the textbook «Berliner Platz 1 NEU» as a typical textbook of the German language of the elementary level, as well as the linguistic analysis of the lexical elements representing these concepts, therefore, the conceptual analysis of educational discourse is chosen as the main research method. The theoretical basis of the research was the scientific works by N. D. Arutyunova, V. I. Karasik, V. Z. Demyankov, E. S. Kubryakova, E. A. Selivanova and other scientists in the field of discourse analysis and cognitive linguistics. As the result of the research, the basic concepts that form the cognitive base in the minds of foreigners learning German language are identified, the representatives of these concepts that mark the educational discourse of Germany as a whole are analyzed and systematized. This research is interdisciplinary and is applicable for discursive and cognitive research of various educational discourses in linguistics and related humanities.

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Gomez Sanchez, Lucia, Almudena Navas Saurin, and Joan Carles Bernad Garcia. "Flexible Subjects: Educational Policy Neoliberal Rationalities." education policy analysis archives 13 (October 29, 2005): 44. http://dx.doi.org/10.14507/epaa.v13n44.2005.

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Flexible Subjects: Neo-liberal Rationalities and Education Policy. This article aims to examine training and employment programmes for the young (more specifically, the Spanish Social Guarantee Schemes—Programas de Garantía Social) in relation to neoliberal political rationalities. We believe the introduction of neoliberal policies to have been greater and faster precisely in the periphery of the educational system. To that end, we intend to make teachers' participation in the operation of the policies conceptually visible. The professionals’ discourse about the socio-labour integration of the young –a discourse that legitimises their daily work – will be analysed on the basis of qualitative materials from in-depth interviews. This analysis allows us to: 1) show the new ways of defining and valuing the teaching activity required and generated by these practical and institutional changes; 2) the analysis evidences some of the effects of the emerging discourses as well as the strategic roles they play in connection with neoliberal governance styles.

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29

Syladiy, Ivan. "PEDAGOGICAL DISCOURSE RESOURCES AND INCENTIVES IN THE MODERN UKRAINIAN SOCIETY." Educational Discourse: collection of scientific papers, no. 4(3-4) (May 6, 2018): 54–62. http://dx.doi.org/10.33930/ed.2018.5007.4(3-4)-5.

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Educational and scientific discourses unfold and function within the framework of pedagogical discourse as an integrated form in which it is impossible to delineate them clearly. At the same time, different subjects co-operate in the pedagogical discourse, although the definitive pair of such interactions is a student and a teacher. Modern pedagogical discourse operates with different contexts, appealing to the new information situation and transformation of knowledge into direct productive force. Attention is drawn to the subject who, being involved in pedagogical discourse, involuntarily expands not only the scope of own educational activity, but also joins to the full extent of the discursive and communicative events of the community, culture, and society.

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30

Duff, Patricia A. "Intertextuality and Hybrid Discourses: The Infusion of Pop Culture in Educational Discourse." Linguistics and Education 14, no. 3-4 (December 2003): 231–76. http://dx.doi.org/10.1016/j.linged.2004.02.005.

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31

Mao, Yijing. "Educational discourse in film: The history of chinese educational documentaries." Frontiers of Education in China 6, no. 4 (November 17, 2011): 620–38. http://dx.doi.org/10.1007/s11516-011-0148-9.

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32

Powell, Alana, Rachel Langford, Patrizia Albanese, Susan Prentice, and Kate Bezanson. "Who cares for carers? How discursive constructions of care work marginalized early childhood educators in Ontario’s 2018 provincial election." Contemporary Issues in Early Childhood 21, no. 2 (June 2020): 153–64. http://dx.doi.org/10.1177/1463949120928433.

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In the Canadian province of Ontario, the early childhood education and care workforce continues to be undervalued, underpaid and burdened with challenging working conditions. Drawing on Fairclough and Lazar, this study employed a feminist critical discourse analysis to explore the discourses of care work present in the 2018 childcare platforms of three major parties: the Liberal Party, the New Democratic Party and the Progressive Conservative Party. This critical discourse analysis provided an opportunity to consider the absence and presence of early childhood education and care discourses in the election platforms, and the consequences this has for the advancement of the workforce. The findings indicate that the early childhood education and care workforce remained largely invisible in the 2018 childcare platforms. When present, educators were often constructed as components of the early childhood education and care system’s stability. In addition, a discourse of ‘maternal care burden’ emerged in some platforms, which initially suggested progressive recognition of the gendered reality of care and care work for women in Ontario. However, the critical discourse analysis illuminates that the maternal-care-burden discourse, while suggesting that mothers are freed to enter the paid workforce, actually reinforces notions of care as women’s work. As well, this discourse further marginalizes the early childhood education and care workforce by downloading one group’s caring responsibilities to a new group of invisible carers – early childhood educators. In light of these findings, the need to disrupt discourses that continue to devalue the early childhood education and care workforce is considered as researchers and advocates seek to assert care labour as an essential public responsibility and a critical concern in political dialogue.

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33

Shamrai, Victoria. "Public intellectual as an educational project." Filosofiya osvity. Philosophy of Education 25, no. 2 (July 3, 2020): 224–39. http://dx.doi.org/10.31874/2309-1606-2019-25-2-12.

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The article reveals the role of education in ensuring the existence of a contemporary democratic system. Democratic governance is viewed through the prism of the crisis of representative democracy that arises in global world. The focus of the crisis forms a crisis of citizen participation in democratic governance. Among the various scenarios for overcoming this crisis, the emphasis is on a model of deliberative (“discussing”) democracy. Accordingly, a key role in the productive functioning of contemporary democracy belongs to public discourse. Public discourse has an internal contradiction. Its participants are guided by their own interests, but the productivity of the discourse is achieved only if it is subject to the requirements of the common good. Five criteria of the authenticity of the discourse that make it aimed at the common good are highlighted. The medium of discourse that ensures its authenticity is a public intellectual. It is proved that the main vocation of education in the contemporary democratic system is the production of a public intellectual as an effective social character. In this process, a key role belongs to humanitarian education, respectively organized.

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송혜린 and Ro Sang-Woo. "Educational Implications of G. Deleuze's Body Discourse." Journal of Educational Idea 30, no. 1 (February 2016): 119–39. http://dx.doi.org/10.17283/jkedi.2016.30.1.119.

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Nikitina, Tatyana G., and Elena I. Rogaleva. "Innovative lexicographic discourse: educational representation of phraseology." Russian Language Studies 20, no. 2 (June 27, 2022): 247–62. http://dx.doi.org/10.22363/2618-8163-2022-20-2-247-262.

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The article presents an innovative authors’ approach to representing Russian phraseology in a dictionary for schoolchildren. The relevance of the research is determined by the need to improve educational lexicographic technologies in connection with the increasing role of the dictionary as a means of teaching languages and a motivation for language learning. The purpose of the study is to reveal the linguodidactic potential of innovative educational lexicographic discourse in the detective genre. The topic is revealed on the material of the author’s phraseological dictionaries developed in this genre by experimental laboratory of educational lexicography at Pskov University, which have no analogues in the domestic phraseographic practice. The dictionary materials are based on the method of parametric lexicographic modeling. Special attention is paid to developing the etymological parameter by the method of parametric etymological paraphrasing. The method is based on the chosen model of etymologization depending in the method of phraseme formation. The linguodidactic potential of innovative lexicographic discourse is revealed by the descriptive method (techniques of systematization and interpretation). Fragments of dictionary entries illustrating the main provisions of the concept are given. The revealed possibilities and mechanisms of combining the parametres of educational and artistic discourse in the entries of phraseological dictionary for the junior school student are shown. The new models of etymologization, linguoculturological commenting and representating functional and pragmatic features of Russian phraseological units within the educational lexicographic discourse of the detective genre are presented. It is proved that the innovative lexicographic discourse organized in this way allows to effectively solve the problem of multidimensional educational representation of phraseology, and also supports the process of teaching schoolchildren genres of speech. The authors outline the possibilities of using the presented lexicographic technology of designing interactive educational dictionaries on paremiological and lexical material.

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36

Anisimova, A. D., K. G. Bujlova, O. V. Lysova, and A. Sh Abdullina. "FEATURES OF THE RUSSIAN MIGRANT EDUCATIONAL DISCOURSE." EurasianUnionScientists 3, no. 7(76) (August 20, 2020): 29–33. http://dx.doi.org/10.31618/esu.2413-9335.2020.3.76.910.

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In recent years, the processes of international cooperation and migration in the sphere of science and education in Russia have been actively developing in the context of the formation of an international scientific and educational space. This article discusses the features of the functioning of the Russian migrant educational discourse. Based on the analysis of sources in the Russian scientific and periodical press, electronic media, and articles in the blogs of teachers and parents on the Internet that are part of the migrant educational discourse, we have noted that it is dominated by erethism. Most of the texts of this discourse indicate that they are dominated by a negative attitude towards this group of students studying in Russian schools. The media often uses the technique of "dramatization", strengthening the negative position of the topic at the expense of the title. The analysis of texts shows that in the migration educational media discourse, communication strategies primarily Express a conflict (confrontational) communication strategy. Only a small part of the texts (about 20%) is focused on cooperative tactics aimed at developing linguistic tolerance in a multicultural educational space.

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37

Martin, James R., Yanmei Gao, Hanbing Li, Chengfang Song, and Minglong Wei. "Martin on discourse semantics, genre, educational linguistics." Language, Context and Text 3, no. 2 (October 15, 2021): 367–87. http://dx.doi.org/10.1075/langct.20003.mar.

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Abstract J. R. Martin is a leading scholar who has greatly developed the theoretical framework of systemic functional linguistics (SFL) over the past four decades. Some of these contributions, such as the systems of discourse semantics, the appraisal framework and genre relations have been widely applied in various areas of linguistic studies and language education. The educational linguistic model he and his colleagues have cultivated and developed has attracted the attention of more and more educators from different disciplines around the globe. In this interview, he firstly elaborates on the significance of the concepts of discourse semantics, grammatical metaphor and genre. Then he continues with applications of genre theory in secondary school education, language maintenance, the relation and collaboration between Legitimation Code Theory (LCT) and SFL, and how the two paradigms complement each other. Finally, he introduces some of his recent collaborations with grammarians of different languages.

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38

Kibalnikova, Tetiana. "INTERTEXTUAL MARKERS IN THE EDUCATIONAL PEDAGOGICAL DISCOURSE." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 831-832 (2021): 77–85. http://dx.doi.org/10.31861/gph2021.831-832.77-85.

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The article addresses the issue of intertextual links in the educational pedagogical discourse. The research is based on the theoretical findings and provisions of foreign scholars as well as the linguists of the post-soviet information space, who consider the intertextual links in the aspect of M.M. Bakhtin’s dialogic theory. The basic methods of the research are general scientific (descriptive and analytical) and a specific method of linguistic abstraction. The material of the research is a modern coursebook Focus 1, 2, 3, 4 used in teaching a foreign language in mid-school. The main objective of the case study is to specify the notion of intertextuality, define its role in the didactic text, and to analyze the main intertextual markers in the English coursebook. The coursebook is viewed in the plane of the “supertext” where all heterogeneous didactic materials are interconnected in the aspect of their sense and situational context. Intertextuality in the didactic text stands in close relation with the category of addressability. It suggests a dialogic link with other texts, actualizes precedence of the didactic text, ensures intersubject connections and fosters socio-cultural competence of pupils. The author differentiates the notions of inner and outer intertextuality. The intertextual markers in the coursebook are precedent names, utterances, events and texts of different genres. There has been cleared out that the most productive spheres for borrowing precedent names are the social sphere and the sphere of arts; precedent utterances are mostly expressed by complete quotations, proverbs and sayings; precedent situations reflect nationally and universally significant events; precedent texts are adopted authentic text fragments of different genres. Non-verbal intertextual markers are schemes, tables, diagrams and artistic images.

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Cha, Seung Joo. "Educational discourse by regime in North Korea." Journal of the Humanities for Unification 79 (September 30, 2019): 253–85. http://dx.doi.org/10.21185/jhu.2019.9.79.253.

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Пеньков, Борис, Boris Pen'kov, Светлана Васильева, and Svetlana Vasil'eva. "Educational discourse: Concept «CORE HIGH SCHOOL SUBJECT»." Universities for Tourism and Service Association Bulletin 11, no. 1 (June 20, 2017): 77–85. http://dx.doi.org/10.22412/1999-5644-11-1-9.

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Gaudelli, William. "Identity discourse: problems, presuppositions and educational practice." International Journal of Sociology and Social Policy 21, no. 3 (April 2001): 60–81. http://dx.doi.org/10.1108/01443330110789358.

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HALL, CHRISTINE. "Creativity in recent educational discourse in England." World Englishes 29, no. 4 (November 21, 2010): 481–92. http://dx.doi.org/10.1111/j.1467-971x.2010.01676.x.

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Porter, Paige. "DISCOURSE ON EDUCATIONAL RESEARCH AND POLICY DEVELOPMENT." Discourse: Studies in the Cultural Politics of Education 13, no. 2 (April 1993): 55–66. http://dx.doi.org/10.1080/0159630930130207.

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Higgs, Philip, and Berte van Wyk. "Lifelong learning revisited: an African educational discourse." Education as Change 11, no. 1 (July 2007): 111–23. http://dx.doi.org/10.1080/16823200709487155.

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Giroux, Henry A. "Postmodernism and the Discourse of Educational Criticism." Journal of Education 170, no. 3 (October 1988): 5–30. http://dx.doi.org/10.1177/002205748817000303.

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Успаева, М. Г., and А. М. Гачаев. "STEM education: scientific discourse and educational practices." Management of Education, no. 9(55) (November 15, 2022): 110–17. http://dx.doi.org/10.25726/q3562-6842-6568-b.

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Аббревиатуру "STEM" (S – science, T – tehnology, E – engineering, M – mathematics) впервые предложил американский бактериолог Р. Колвелл. Но активно STEM начали использовать с 2011 года по инициативе биолога Джудит Рамали. Известно, что сначала использовали аббревиатуру SMET, а затем появилось STEM. Джудит А. Рамали отмечает, что «STEM-образование – это преподавание и обучение в области естественных наук, технологий, инженерии и математики». Германия, как страна, впервые объявившая миру об эре четвертой промышленной революции, делает многое для реализации STEM-технологий в учебных заведениях. Германия выбрала собственный акроним для STEM-это MINT. В переводе означает «математика, информатика, естественные науки и техника». На национальном немецком MINT-портале представлены стратегические векторы развития: дигитальная трансформация школ, цифровые компетентности молодежи, MINT для девушек, MINT-техника. Германия занимает одно из первых мест по подготовке выпускников STEM-направления. В стране реализуется инициатива "MINT Zukunft schaffen" ("создаем MINT-будущее"), в рамках которой измеряются все показатели, связанные с реализацией MINT: компетенции, количество выпускников этого направления, процентный показатель женщин-участниц этой сферы и тому подобное. Интересен опыт внедрения технологии STEM через активный метод конструирования технических игрушек, который представлен во вьетнамских школах. Основным акцентом внедрения STEM во Вьетнаме является идея развития активного межпредметного обучения на основе разработки технических игрушек. The abbreviation "STEM" (S – science, T – tehnology, E – engineering, M – mathematics) was first proposed by the American bacteriologist R. Colwell. But STEM has been actively used since 2011 on the initiative of biologist Judith Ramali. It is known that at first the abbreviation SMET was used, and then STEM appeared. Judith A. Ramali notes that "STEM education is teaching and learning in the fields of natural sciences, technology, engineering and mathematics." Germany, as the country that first announced the era of the fourth industrial revolution to the world, is doing a lot to implement STEM technologies in educational institutions. Germany has chosen its own acronym for STEM-MINT. Translated means "mathematics, computer science, natural sciences and technology". The national German MINT portal presents strategic vectors of development: digital transformation of schools, digital competencies of young people, MINT for girls, MINT technology. Germany occupies one of the first places in the preparation of STEM graduates. The initiative "MINT Zukunft schaffen" ("creating MINT-the future") is being implemented in the country, within which all indicators related to the implementation of MINT are measured: competencies, the number of graduates of this field, the percentage of women participating in this field, and the like. The experience of introducing STEM technology through an active method of designing technical toys, which is presented in Vietnamese schools, is interesting. The main focus of STEM implementation in Vietnam is the idea of developing active interdisciplinary learning based on the development of technical toys.

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Epifantseva, N. G., and S. S. Eplov. "Educational discourse (French and Russian in comparison)." Bulletin of the Moscow State Regional University (Linguistics), no. 6 (2022): 91–100. http://dx.doi.org/10.18384/2310-712x-2022-6-91-100.

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Mullet, Dianna R. "A General Critical Discourse Analysis Framework for Educational Research." Journal of Advanced Academics 29, no. 2 (February 20, 2018): 116–42. http://dx.doi.org/10.1177/1932202x18758260.

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Critical discourse analysis (CDA) is a qualitative analytical approach for critically describing, interpreting, and explaining the ways in which discourses construct, maintain, and legitimize social inequalities. CDA rests on the notion that the way we use language is purposeful, regardless of whether discursive choices are conscious or unconscious. CDA takes a number of different approaches and incorporates a variety of methods that depend on research goals and theoretical perspectives. This methodological guide presents a general CDA analytic framework and illustrates the application of that framework to a systematic literature review of CDA studies in education. CDA research studies are no less likely than other forms of scholarly research to reproduce ideological assumptions; qualitative rigor and trustworthiness are discussed.

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Koirala, Kamal Prasad, and Gem Prasad Gurung. "Michel Foucault's Theory and its Educational Implication for Science Learning in the Nepalese Context." Orchid Academia Siraha 1, no. 1 (December 31, 2022): 81–90. http://dx.doi.org/10.3126/oas.v1i1.52148.

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This paper focuses on the concept of discourse, power, reflective practise and construction of knowledge and its importance for non-positivist research in the postcolonial era to empower learners. At the same time, different concepts of discourse, power, reflective practise and construction of knowledge are used to recognise their choice clearly. This paper, therefore, aims to clarify the conceptual basis of working with discourses, power, reflective practises and knowledge construction based on the philosophical roots of social theory in the research in the present context of science teaching Foucault theory can be applied to develop the capacity to critique their traditional materialistic reality learning approaches and empower science students to learn science through discourse, seminar, fieldwork and project work to retain the potential for reflectivity and critical argument; and reconfigure being contextual of Nepalese scenario.

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Lutsenko, Iryna. "Psychological Features of Verbal Communication of Employees of Preschool Education With Children From The Families of Participants of Anti-Terroristic Operations And Internally Transferred Persons." PSYCHOLINGUISTICS 24, no. 1 (October 3, 2018): 207–26. http://dx.doi.org/10.31470/2309-1797-2018-24-1-207-226.

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The article is devoted to the problem of verbal communication of educators with children of preschool age from the families of participants of anti-terroristic operations (ATO) and internally displaced people. The results of theoretical analysis of the problem of studying discourse as a psycholinguistic category are presented which, in the context of vocational-speaking activity, is considered as its verbalized, foreign-language phase. The interest of psycholinguistics in the study of the peculiarities of the discourse of the educational branch – pedagogical discourse is grounded since the latter is aimed at the realization of a wide range of functions (educational, communicative organizational, psychological (psychotherapeutic)), the basis of which is the implementation of the speech-impacting teacher by the addressee on their addressees (pupils). At the same time, discourse is highlighted as a dialogical process and reveals the two-sided nature of the influence of communicators on each other. Consideration of the teacher as the subject of the speech of the individual characteristics of the child-recipient, his mental condition is considered as a prerequisite for ensuring the intentional orientation of discourse. The emphasis is placed on the implementation of psychological (psychotherapeutic) functions by educators of preschool education, which is confirmed by the needs of the practice of education and development, verbal communication with children from the families of the participants of the ATO and the internally transferred people. The types of discourses aimed at providing emotional support to children of these categories in the form of discourses-positive partial assessments are defined and characterized, namely: discourse-agreement, discourse-encouragement, discourse-approval, discourse-forward-looking positive assessment, as well as various kinds of discourse-questions. It is concluded that various discourses, in the course of which the speech influence on the child is carried out, its psychic state, feeling and behavior can be regarded as specialized discourse practice - a psycholinguistic phenomenon, the basis of which is the speech activity of its participants: educators of preschool education and children of preschool age.

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