Language：English   Publishing type：Research paper (scientific journal)  

In any conversational storytelling situation, an important function of evaluation is to evaluate the teller. This is all the more the case where the stories are drawn from personal experience to illustrate something about the person’s life as is the case with anecdotes told in life story interviews. This paper explores evaluation as a resource for identity work in the context of narrative anecdotes told by teachers in interviews that were explicitly concerned with their life histories. In doing so, it builds on Martin and White’s (2005) systemic model of Appraisal and illustrates how the basic resources of Appraisal such as the use of ‘force’ and ‘focus’ or engagement contribute to the narrators’ identity work. In particular, engagement is explored in conjunction with Duszak’s (2002) approach to ‘Us and Others’ to reveal four strategies that speakers use for self evaluation: (1) direct evaluation of the self; (2) evaluation of the self through the words of others; (3) negative evaluations of others as anti-self; and (4) positive evaluations of others as idealised self. These strategies are proposed as a refinement on the model and illustrated through sample narr

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Language：English  

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Language：English   Publishing type：Research paper (international conference proceedings)  

This paper proposes a systemic approach to describing the representation of time and space in oral narratives, outlining four categories that would constitute the first level of analysis. It focuses specifically on exploring anecdotes that occurred in research interviews with English language teachers in Japan who recounted their professional experiences. Whereas previous approaches to describing oral narrative within SFL (Eggins and Slade, 1997; Plum, 1988) have tended to follow Labov and Waletzky (1967) in treating time and space as separate background elements, this paper draws on Bakhtin’s (1981) notion of a ‘Chronotope’ to argue that time and space are central and interrelated elements, at least in the kind of narratives considered here. Narratives are classified into four levels of ‘focus’ on a spatio-temporal moment. At one end of the spectrum are narratives which focus tightly on a specific narrative moment associated with a particular memory; at the other, those which spread more loosely across time and space as the narrator gives shape to experiences in the context of a personal life history.

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Language：English  

Speaking English is now widely recognized as being the key to international communication in the current globalised world. However, the utilitarian need for English as a useful skill for global communication brings with it a baggage of identity issues which language educators would do well to consider. This paper provides an overview of issues in identity research in relation to English language learning and outlines an approach to identity research based on narrative analysis which, could be used to explore these issues. Among other concerns, it highlights the focus on the ‘learner’ and the study of motivation; the teacher-student relationship; peer group identity viewed as a ‘community of practice’; the role of ‘culture’ in English language pedagogy and the implications of this for teaching English as a lingua franca. It argues that identity issues go a long way towards accounting for why, despite forming a major component of education in Japan (for example), English education does is not as effective as it perhaps might be. As such, the paper outlines an agenda for researching narrative identity in language teaching as a central phenomenon that helps to account for w

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Language：English  

DOI： 10.1017/S0958344004000618

Scopus

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Language：English  

CiNii Research

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Language：English   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Oral presentation (general)  

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Language：English   Presentation type：Poster presentation  

"With every class one encounters one learns something about them. However, when I had a particularly high level English university class including a large proportion of ‘returnee’ students who had spent periods of their childhood overseas I wanted to find out more. As part of their second-semester course ‘Educational Issues’ I had them conduct peer interviews into their educational experiences which they video recorded and wrote about in term papers. The identities revealed in this project are compared and contrasted in this poster with their shared Facebook persona offering food for thought for me and hopefully other teachers!"

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Language：English   Presentation type：Oral presentation (general)  

"This presentation explores the range of evaluative linguistic resources available for managing perspectives on the self. The analysis is carried out with Martin and White’s (2005) systemic model of Appraisal as a starting point with particular attention given to extending the management of heteroglossia. According to Martin and White (2005), textual perspectives can not only be divided between single (monglossic) and multiple (heteroglossic) perspectives but can also work to present alternative views unsympathetically (‘dialogically contractive’) or in a more sympathetic light (‘dialogically expansive’). This area of heteroglossic management is considered through an analysis of three texts which offer alternative views of a specific individual (also in generically different formats): a press interview with the British Cyclist Mark Cavendish (2010) given during the Tour de France; a report of an interview situation described in the cyclist’s autobiography (Cavendish, 2009) and an article about him in a British cycling magazine (Cycling Weekly, 2010). The resources introduced are proposed as an extension to the description of heteroglossia in Appraisal. Finally, some p

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Language：English   Presentation type：Oral presentation (general)  

"Identity narratives may describe localised incidents or more global accounts of a life story. This presentation proposes that narratives occurring in life story interviews can be generically classified according to their spatio-temporal focus on a scale from local to global. Traditionally treated as background elements of narrative occurring in the ‘orientation’ phase (Labov and Waletzky, 1967) the presenter draws on Bakhtin’s (1981) literary notion of a ‘chronotope’ to explore how time and space are both interrelated in narrative and potentially central to the narrative message.
The data used for illustration come from a project in which 42 English teachers in Japan were interviewed regarding their life-history as teachers. The interviews were transcribed in full and narrative extracts selected as the focus for analysis. These extracts ranged in scope from ‘local’ narratives concerned with specific incidents to ones where participants reflected on their life experience in a more ‘global’ way.
The presentation will begin with brief remarks on approaches to describing time and space in narrative, indicating the relevance of a ‘local to global’ model. The res

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Language：English   Presentation type：Poster presentation  

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