By Cathy Lawday
A structural syllabus mixed with child-centred actions.
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Extra info for Get Set - Go!: Teacher's Book Level 3
Conversely, in so far as dominant conventions are resisted or contested, language use can contribute to changing social relationships. Think of cases where a feature of discourse may be interpreted in different ways depending on what social conventions people are operating with - like the example of w's interpretation of the lack of acknowledgements. Can people resist a particular set of conventions by insisting on interpreting features according to another set? Try rewriting the text with w in the position of resisting the conventions which the interviewer is operating with, specifically in respect of the lack of acknowledgement of information.
The final section of the chapter adds a vitally important proviso to what precedes it: power, whether it be 'in' or 'behind' discourse, is never definitively held by anyone person, or social grouping, because power can be won and exercised only in and through social struggles in which it may also be lost. E9ual encounter. The following is an extract from a visit to a premature baby unit by a doctor (D) and a group of medical students (s), as part of the students' training programme. A spaced dot indicates a short pause, a dash a longer pause, extended square brackets overlap, and parentheses talk which was not distinguishable enough to transcribe.
Explanation is concerned with the relationship between interaction and social context - with the social detennination of the processes of production and interpretation, and their social effects. These three stages will be discussed in detail as parts of a procedure for doing critical discourse analysis in Chapters 5 and 6. We can refer to what goes on at each of these stages as 'analysis', but it should be noted that the nature of 'analysis' changes as one shifts from stage to stage. In particular, analysis at the description stage differs from analysis at the interpretation and explanation stages.