Language Ideology and Ritual Speech in Teaching/Learning Encounters

• In Event: Sheraton Roundtable Session Thirteen
  In Roundtable Session: Learning Encounters in Micro-Writing, Ritual Speech, Advice-Giving, and Digital Media (Table 17)

Abstract

This paper critiques an educational model that has been variously called the banking model, transmission model, or conduit model. In this paper we argue that the reason for this repeated re-emergence of this model of education is that the underlying language ideological roots, notably referentialism, have not been unearthed. Critically, through an analysis of a tutoring session, we suggest that one of the real problems of our failure to properly understand teaching/learning interactions is because the language ideology of referentialism makes it difficult for researchers to grasp the ritual and indexical elements of teaching/learning interactions. As a result, the study of teaching/learning interactions has largely been unable to understand the constitutive and even transformative power of teaching/learning encounters.

Authors

• Greg Thompson, Brigham Young University
  Presenting Author

• Shenghe Ye, University of Chicago
  Presenting Author