Does Discourse Really Make a Difference?

The language teacher’s interaction with students shapes stances like ambiguity and authority, participation frameworks, and learner identities. Both what the teacher says and the discourse structure have direct implications for the learner’s language development. We will examine discursive features like sequential deletion, collaborative completion, revoicing, and routinized sequences. Data will be drawn from college-level Chinese language classes and communit-based Chinese heritage language classes.

Agnes Weiyun He is Professor of Applied Linguistics, Founder and Director of the Center for Multilingual and Intercultural Communication, and currently Chair of the Department of Asian and Asian American Studies at SUNYStony Brook University