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Linguistic Practice (linguistic + practice)
Selected AbstractsTEMPORAL EXTERNALISM, DEFERENCE, AND OUR ORDINARY LINGUISTIC PRACTICEPACIFIC PHILOSOPHICAL QUARTERLY, Issue 3 2005HENRY JACKMAN While the view has been criticized for failing to accord with our "ordinary linguistic practices", such criticisms (1) conflate our ordinary ascriptional practices with our more general beliefs about meaning, and (2) fail to distinguish epistemically from pragmatically motivated linguistic changes. Temporal externalism relates only to the former sort of changes, and the future usage relevant to what we mean reflects reason-driven practices that are rational for us to defer to. [source] Linguistic Practice and False-belief TasksMIND & LANGUAGE, Issue 3 2010MATTHEW VAN CLEAVE Jill de Villiers has argued that children's mastery of sentential complements plays a crucial role in enabling them to succeed at false-belief tasks. Josef Perner has disputed that and has argued that mastery of false-belief tasks requires an understanding of the multiplicity of perspectives. This paper attempts to resolve the debate by explicating attributions of desires and beliefs as extensions of the linguistic practices of making commands and assertions, respectively. In terms of these linguistic practices one can explain why desire-talk will precede belief-talk and why even older children will have difficulty attributing incompatible desires. [source] Little Women and Vital Champions: Gendered Language Shift in a Northern Italian TownJOURNAL OF LINGUISTIC ANTHROPOLOGY, Issue 2 2006Jillian R. Cavanaugh The connection of language to class is clearly implicated in the language shift in progress in the northern Italian town of Bergamo. Gender also plays an active part in this shift in terms of linguistic practice and language ideology, as a gendering of languages is occurring such that the local vernacular, Bergamasco, is linked to men, and the national standard, Italian, to women. This article demonstrates that this gendering is one mechanism of language shift, as it impacts the linguistic division of labor across genders in Bergamo. With men in charge of revitalization and women responsible for language socialization, fewer children are growing up speaking Bergamasco. [source] Linguistic Development in Social Contexts: A Study of Two Brothers Learning GermanMODERN LANGUAGE JOURNAL, Issue 1 2003Christiane Bongartz This paper explores notions of success in second language acquisition (SLA) in terms of social interaction and linguistic inventory. Two English,speaking boys, ages 5 and 7, acquired German for 1 year in an immersion context. On the social plane, data obtained throughout the year from each child in interaction with friends show that both boys developed the ability to participate successfully in all aspects of social interaction. Dominant venues of interaction were language play and negotiation. On the linguistic plane, differences emerged in terms of production and accuracy. However, both boys developed the full range of syntactic inventory in German. The data reveal that preferred interactional strategies led to differences in linguistic choices, and hence, to differences in opportunities for linguistic practice. In this sense, linguistic development depends on social context. Success in SLA should, therefore, generally be defined under the umbrella of interactional competence, with social interaction and linguistic inventory as separate, but not independent, yardsticks for assessment. [source] Kinds of Context: A Wittgensteinian Approach to Proper Names and IndexicalsPHILOSOPHICAL INVESTIGATIONS, Issue 2 2004Eros Corazza In focusing on indexicals and proper names and on the different ways in which their references are fixed, I illustrate how our linguistic practice rests on context, broadly construed. The following theses are discussed and defended: ,,There are two main kinds of information: (i) anchored information, i.e. the information one gathers in using and entertaining indexical expressions and (ii) unanchored information, i.e. the information one may gain in hearing a proper name. ,,Indexical expressions differ from proper names; this difference relies on the differing ways in which extra-linguistic context enters the scene. ,,The Kaplanian framework in particular, and the framework of direct reference in general, are best understood and appreciated against the background of a Wittgensteinian conception of language. [source] Neo-Pragmatist (Practice-Based) Theories of MeaningPHILOSOPHY COMPASS (ELECTRONIC), Issue 1 2009Ronald Loeffler In recent years, several systematic theories of linguistic meaning have been offered that give pride of place to linguistic practice, or the process of linguistic communication. Often these theories are referred to as neo-pragmatist or new pragmatist; I call them ,practice-based'. According to practice-based theories of meaning, the process of linguistic communication is somehow constitutive of, or otherwise essential for the existence of, propositional linguistic meaning. Moreover, these theories disavow, or downplay, the semantic importance of inflationary notions of representation. I introduce the basic ideas and motives behind some practice-based theories of meaning, and offer some reasons why an eliminativist, non-quietist, epistemic practice-based approach to meaning that 1) disavows any explanatory role for the linguistic community as such, 2) prioritizes sentence meaning over word meaning, and 3) may, in the end, be naturalistic, should be favored over its practice-based competitors. [source] A Discursive Approach to Skillful ActivityCOMMUNICATION THEORY, Issue 4 2008J. Kevin Barge We propose a discursive approach for exploring how practitioners intelligently respond and create a sense of coherence in their linguistic practice. A discursive approach to skillful activity is able to account for the role of meaning making in conversation, address how communication constructs the context in which skillful activity originates, and recognize the co-created flavor of skillful practice. We offer an account of skillful linguistic performance that turns on practitioners acting with sensibility by paying close attention to the reflexive relationships among: (a) moral,aesthetic commitments; (b) conversational abilities in the form of utterances, methods, and techniques; (c) practical reasoning and the process of invention; and (d) context. We conclude by exploring the implications of a discursive approach for meaning making, identity construction, and managing the tensions emerging from different traditions or communities of practice. Résumé Une approche discursive pour l'étude d'une activité habile Nous proposons une approche discursive pour l'exploration de la manière dont les praticiens réagissent intelligemment et créent un sens de cohérence dans leurs pratiques linguistiques. Une approche discursive pour l'étude de l'activité habile est en mesure de tenir compte du rôle de la construction de sens dans la conversation, d'aborder la façon dont la communication construit le contexte dont origine l'activité habile ainsi que de reconnaître la nature coconstruite de la pratique habile. Nous expliquons l'exercice linguistique habile des praticiens agissant avec sensibilité en portant une attention particulière aux relations réflexives entre : a) les engagements moraux-esthétiques, b) les capacités conversationnelles sous forme d'énoncés, de méthodes et de techniques, c) le raisonnement pratique et le processus d'invention et d) le contexte. Nous concluons en explorant les implications d'une approche discursive pour la construction de sens et d'identité ainsi que pour la gestion des tensions qui émergent de différentes traditions ou communautés de pratiques. Abstract Ein diskursiver Ansatz kundigen Handelns Für die Erforschung, wie Praktiker intelligent reagieren und einen Sinn von Kohärenz in der linguistischen Praxis kreieren, schlagen wir einen diskursiven Ansatz vor. Ein diskursiver Ansatz kundigen Handelns macht es möglich, die Rolle von Bedeutungsfindung in Gesprächen zu erklären, außerdem anzusprechen, wie Kommunikation den Kontext bestimmt aus dem kundiges Handeln hervorgeht und gleichzeitig die fachkundige Praxis berücksichtigt. Wir bieten eine Darstellung von kundigem linguistischen Verhalten, welches sensibel agierende Praktiker betrifft, wenn sie ihre Aufmerksamkeit auf die reflexiven Beziehungen lenken zwischen: (a) moral-ästhetische Verpflichtungen; (b) dialogorientierte Fähigkeiten in Form von Äußerungen, Methoden und Techniken; (c) praktische Argumentation und den Prozess der Erfindung; und (d) Kontext. Wir schließen, indem wir die Implikationen eines diskursiven Ansatzes für die Bedeutungskonstruktion, Identitätskonstruktion und dem Umgang mit Spannungen, die aus verschiedenen Traditionen oder Praxisgemeinschaften entstehen, untersuchen. Resumen Un Enfoque Discursivo de la Actividad Habilidosa Proponemos un enfoque discursivo para explorar cómo los profesionales responden inteligentemente y crean un sentido de coherencia en su práctica lingüística. Una aproximación discursiva de la actividad habilidosa es capaz de explicar el rol de la construcción de sentido en la conversación, de explicar cómo la comunicación construye el contexto donde la actividad habilidosa se origina, y reconoce el sabor co-creado de la práctica habilidosa. Ofrecemos una explicación del desempeño lingüístico habilidoso que genera interés por parte de los profesionales para actuar con sensibilidad prestando atención a las relaciones reflexivas entre: (a) los compromisos morales-estéticos; (b) las habilidades conversacionales en la forma de palabras, métodos, y técnicas; (c) el razonamiento práctico y el proceso de invención; y (d) el contexto. Concluimos con una exploración de las implicaciones del enfoque discursivo sobre la construcción de sentido, la construcción de la identidad, y el manejo de las tensiones que emergen de tradiciones diferentes ó de comunidades de práctica. ZhaiYao Yo yak [source] Pedagogy Against the StateINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2008Dennis Atkinson The text of this article was originally presented in a public lecture in February 2008. It presents a description of earlier research on children's drawing practices which considers the ingenuity of learning and meaning-making through drawing. Then the focus moves to the language of assess-mentto consider how, art practices, such as drawing, as well as learner and teacher identities, are constructed and regulated within such linguistic practices (discourses). Bearing in mind the regulatory effect of such practices (and that all discourses are in some way regulatory) the final section introduces the idea of pedagogy against the state in order to think again an ethics of pedagogy concerned with becoming; an ethical imperative for pedagogy concerned with expanding our grasp of what learning is. [source] Studying talk and embodied practices: toward a psychology of materiality of ,race relations'JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 6 2005Kevin Durrheim Abstract This article argues that an adequate social psychology of racism needs to take seriously people's lived experiences of ,race relations'. This involves an empirical focus on social life in ordinary contexts in which everyday practices are structured around ,race'. In particular, we argue that such a social psychology of racism needs to understand the articulation of two related domains of practices,embodied spatio-temporal practices and linguistic practices (talk),that together constitute the reality of ,race relations' in specific, concrete contexts. By discussing a case study of practices that constitute ,desegregation' on a post-apartheid beach, we show that this focus (1) allows a fuller appreciation of the nature and construction of ,race relations', (2) helps us to understand why ,race relations' are so resistant to change and (3) provides a historical and materialist account of the nature of ,race groups'. We argue that (what we term) the ,impoverished realism' of traditional attitude research and the ,selective anti-realism' of discursive social psychology both limit an appreciation of lived experience as a focus of study. Copyright © 2005 John Wiley & Sons, Ltd. [source] What does it mean to be a girl with qizhi?:Refinement, gender and language ideologies in contemporary Taiwan1JOURNAL OF SOCIOLINGUISTICS, Issue 3 2008Hsi-Yao Su This study investigates the relationship between ideologies of language and gender as manifested through sociolinguistic interviews conducted on college campuses in Taiwan. The interviews consistently and systematically revealed the use of a term, qizhi, roughly equivalent to ,refined disposition.' This paper examines the implications of this preoccupation. Through an examination of the contextual use of qizhi, this study shows that, first, qizhi is commonly associated with a range of social practices, among which linguistic practices play a significant role. Second, qizhi is often used to describe, evaluate, and further regulate women's ways of speaking, although its use is not gender exclusive. Third, common linguistic varieties in Taiwan, such as Mandarin, Taiwanese, and Taiwanese-accented Mandarin, are associated with qizhi to varying degrees. This study demonstrates how talk centered on qizhi serves as a meeting ground of social evaluation, linguistic and discursive practices, gender ideologies, and language ideologies. [source] Linguistic Practice and False-belief TasksMIND & LANGUAGE, Issue 3 2010MATTHEW VAN CLEAVE Jill de Villiers has argued that children's mastery of sentential complements plays a crucial role in enabling them to succeed at false-belief tasks. Josef Perner has disputed that and has argued that mastery of false-belief tasks requires an understanding of the multiplicity of perspectives. This paper attempts to resolve the debate by explicating attributions of desires and beliefs as extensions of the linguistic practices of making commands and assertions, respectively. In terms of these linguistic practices one can explain why desire-talk will precede belief-talk and why even older children will have difficulty attributing incompatible desires. [source] Forms of Our Life: Wittgenstein and the Later HeideggerPHILOSOPHICAL INVESTIGATIONS, Issue 3 2010Michael Weston The paper argues that an internal debate within Wittgensteinian philosophy leads to issues associated rather with the later philosophy of Martin Heidegger. Rush Rhees's identification of the limitations of the notion of a "language game" to illuminate the relation between language and reality leads to his discussion of what is involved in the "reality" of language: "anything that is said has sense-if living has sense, not otherwise." But what is it for living to have sense? Peter Winch provides an interpretation and application of Rhees's argument in his discussion of the "reality" of Zande witchcraft and magic in "Understanding a Primitive Society". There he argues that such sense is provided by a language game concerned with the ineradicable contingency of human life, such as (he claims) Zande witchcraft to be. I argue, however, that Winch's account fails to answer the question why Zande witchcraft can find no application within our lives. I suggest that answering this requires us to raise the question of why Zande witchcraft "fits" with their other practices but cannot with ours, a question of "sense" which cannot be answered by reference to another language game. I use Joseph Epes Brown's account of Native American cultures (in Epes Brown 2001) as an exemplification of a form of coherence that constitutes what we may call a "world". I then discuss what is involved in this, relating this coherence to a relation to the temporal, which provides an internal connection between the senses of the "real" embodied in the different linguistic practices of these cultures. I relate this to the later Heidegger's account of the "History of Being", of the historical worlds of Western culture and increasingly of the planet. I conclude with an indication of concerns and issues this approach raises, ones characteristic of "Continental" rather than Wittgensteinian philosophy. [source] | ||||||||||