Beruflich Dokumente
Kultur Dokumente
1991: 14). However, teaching standard English without teaching critical lan-
guage awareness (about standard English) may open up new opportunities to
some as much as it may perpetuate the legitimation of the linguistic and cultural
asymmetries in society.
Furthermore, Fairclough (1992b: 33) argues that teaching standard English
at schools is part of the "competence-based 'communication skills' view of
language education with a new emphasis on 'oracy' and spoken language edu-
cation", and that this view follows the notion of appropriateness in sociolin-
guistic variation, which does not take into account the possibility of alternative,
competing versions of communication (e.g. multiple ways of performing such
speech events as job interviews, medical consultations, etc.). On the contrary,
the appropriateness view of sociolinguistic variation, imposes a hegemonic ide-
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
228 Adam Jaworski and Itesh Sachdev
tion;
3. the success or failure of a job/university applicant depends, in part, on the
evaluation of his/her communication skills; in other words, making met-
apragmatic comments relating to one's communication skills is an important
aspect of "gate-keeping".
2. This study
Our earlier study of students' beliefs about silence (Jaworski and Sachdev 1998)
suggested that, overall, secondary school pupils believed that they were more
silent in the classroom than their teachers, which confirmed previous findings of
ethnographic and discourse analytic studies of classroom interaction. We sug-
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
Teachers ' beliefs about students ' talk and silence 229
gested that for students silence is the relatively unmarked underlying communi-
cative form in the classroom, while for teachers silence is relatively marked and
talk is unmarked. Our study also confirmed students' perception that silence
was relatively more important for learning than for teaching. Specifically, stu-
dents believed that, other things being equal, they were more silent when learn-
ing than their teachers were when teaching.
Of course, we realize that new, "progressive" styles of learning introduced
in many schools aim to engage students in verbal classroom activities to a con-
siderable extent, encouraging them to ask questions, express opinions, discuss
ideas, voice their doubts, and so on. However, given that our results suggested
that silence was perceived to be important for learning, teachers' expectations
that students should be verbally active in the classroom may be a potential
source of anxiety and conflict for some students (see Jaworski and Sachdev
1998 for discussion).
In this chapter, we report on the data collected from 178 teachers' references
written predominantly for secondary school and college students who applied
for places on a language/communication related undergraduate degree scheme
at a British university through the Universities and Colleges Admissions Sys-
tem (UCAS) for 1997 entry. Our interest in these texts, and the specific men-
tion of "communication skills" in them, came from one of us (AJ) acting as an
admissions officer for undergraduate courses in his department. While reading
large numbers of the UCAS references, it became apparent that mention of
communication skills fell into two general categories: "talk" and "silence", and
that overall, talk was referred to positively and silence negatively. Consider two
typical examples (more examples are cited later in the chapter):
She has a quiet, thoughtful reserve about her but this should not be hastily
interpreted. (010, male referee)
The first example above praises a student's loquacity in the classroom and de-
scribes it as "excellent" and "valuable". Furthermore, it is positively linked to
the student's "confidence" and implies high academic potential/performance
of the student. The second example, on the other hand, pertains to another stu-
dent's "silent" behaviour. In contrast to the enthusiastic references to verbosity
as witnessed in the previous example, descriptors such as "quiet" and "thought-
ful reserve" paint a rather bleak picture of a passive student. This is especially
clear when such labels are juxtaposed (by means of a contrastive conjunction
"but") with the phrase: "but this should not be hastily interpreted". In other
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
230 Adam Jaworski and Itesh Sachdev
words, being quiet and reserved (however thoughtful they may appear) is, by
default, expected to be negatively interpreted by the reader of the reference. In
other words, if the first of the above examples had ended with a similar phrase,
it would have been awkward because "making oral presentations" and "contrib-
uting to group discussions" (apart from being qualified by a number of positive
qualifiers) is meant to be ("hastily") interpreted in a positive way. Hence, there
is no need, in fact no room, for adding to the first extract anything like the
phrase that ends the latter example. Consider how inappropriate it would sound:
"... he makes valuable contributions to group discussions but this should not be
hastily interpreted'.
UCAS references (as other types of academic and professional references) are
of necessity evaluative texts, although, overall, their content and structure ap-
pear to be rather formulaic. This is probably because, in part, current guidelines
for referees, which claim not to be very specific, impose a common structure on
most references. The guidelines are as follows:
There is no set format or recommended structure for this [i.e. writing a
reference], but selectors find it helpful if the following information about
the applicant is included ...:
- academic achievement and potential including predicted results or
performance;
- suitability for course(s)/subject(s) applied for;
- factors that may have influenced performance;
- personal qualities, such as motivation, powers of analysis, communi-
cation skills, independence of thought;
- career aspirations;
- any health or personal circumstances relevant to the applications;
- other interests and activities;
Copyright 2004. De Gruyter. All rights reserved.
- commitments that will prevent the applicant from attending the inter-
view (UCAS 1997: 14).
In the above list, "communication skills" are grouped under the heading of
"personal qualities" and, as can be predicted, they are not in any way defined
or specified as to what is understood by that term. Given the rather loose con-
ceptual status of the whole notion, it may well be assumed that the term "com-
munication skills" may mean different things to UCAS officials, the referees,
students and the "selectors".
From our experience it appears that UCAS references are predominantly
positive in evaluating the students and, in fact, we have not ever encountered
any reference which would ultimately not recommend a student for the courses
of his or her choice (although they are likely to exist). This does not mean, of
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
Teachers ' beliefs about students ' talk and silence 231
course, that certain negative evaluations are not present in the references, al-
though they are usually hedged, toned down and softened. One significant area
of such negative comments pertains to aspects of "communication skills", and
it is this distinction between "good" and "poor" communication skills in the
metapragmatic comments by referees that forms the focus of this chapter.
3. Procedure
178 consecutive UCAS references were examined with regard to their explicit
mention of the candidates' talk and silence. By "talk" we mean all the refer-
ences to students' orality, participation in group discussions, asking/answering
questions, and so on, while by "silence" we mean references to students' silence
("silent manner"), reticence, quietness, inability or unwillingness to take part in
group discussions, and so on.
Our coding scheme assumed a binary view of "communication skills" for
several reasons. First, these categories have been extensively discussed in dis-
course analytic and ethnographic studies of classroom interaction, especially
with regard to teacher talk and student silence (see Jaworski and Sachdev 1998
for review). Second, this dichotomy became strikingly apparent while sifting
through numerous UCAS application forms; in other words, we followed our
intuition about the salience of "talk" and "silence" as communicative categories
in the educational process. Third, our earlier work (e.g. Jaworski 1993, 1997)
suggests that in communication in general, other things being equal, silence is
construed negatively while talk is construed positively. Therefore, it seemed to
make sense to find out whether this same axiological polarity in favour of talk
was present in the teachers' references, in which "communication skills" play
Copyright 2004. De Gruyter. All rights reserved.
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
232 Adam Jaworski and Itesh Sachdev
All the references to talk and silence in the references were noted down and
coded for "positive" and "negative" evaluation by the referees, whether they
pertained to the academic potential/achievement of the student or to his/her
personality characteristics. At this stage it is important to bear in mind two
things. First, when we refer to a negative valuation of talk or silence, we do
not mean that the reference for the student is necessarily negative. In fact, the
opposite is usually the case, e.g. the student may be "good" despite displaying
certain forms of "negative" silent behaviour (see below). Secondly, although
the UCAS guidelines identify communication skills as a useful point to com-
ment on in relation to "personality characteristics" of students, most references
to communication skills are made in terms of students' academic success or
failure.
Two research students coded the data in the first instance and their coding
was subsequently checked and confirmed by both of us in consultation with a
secondary school teacher, who was well-experienced in writing UCAS refer-
ences herself. Where known, we made a record of the students' and referees'
gender, location (urban vs. rural) and type (independent vs. comprehensive vs.
college) of school, and referee's position/relationship to the student (head vs.
principal vs. teacher/tutor vs. other).
In a number of cases talk and silence were mentioned more than once in
the reference, which was also noted. This was usually the case when individual
-level subject teachers provided a paragraph each and a principle or head of
the school compiled them together into a single reference. (In such cases the
gender of individual teachers was not known and the coded gender and position
for referee were those of the compiler.)
We have excluded from our analysis all the references (rather numerous
in our corpus) to the oral and written skills of students studying foreign lan-
Copyright 2004. De Gruyter. All rights reserved.
guages.
4. Background information
The majority of the students for whom the references were written were 18 and
19 years of age (65.7% and 21.9%, respectively). There were three 17 years
old (1.7%) and 19 students who were between 20 and 44 years old (10.9%). As
far as it was possible to establish, only 1.1% of all students where non-white.
Forty-eight students were male (27%) and 130 students were female (73%).
Eighty-seven referees were male (48.9%) and 56 referees were female (31.5%).
In 35 cases the sex of the referee was unknown (19.7%). The position/relation-
ship to student was as follows: 58 Heads (32.6%), 40 Principals (22.5%), 27
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
Teachers ' beliefs about students ' talk and silence 233
Teachers/Tutors (15.2%), 47 Other (26.4%) and in six cases the position of the
referee was unknown (3.4%). 112 references were written in urban schools and
colleges (62.9%) and 66 in rural ones (37.1%). The breakdown by school type
is as follows: 63 comprehensive schools (35.4%), 21 independent (private and
grammar) schools (11.8%) and 93 colleges (52.2%). In one case the informa-
tion was missing.
This section provides quantitative and qualitative analyses of our data. It starts
with more examples of what we mean by references to "talk" and "silence" with
relation to UCAS references. We also give examples of "positive" and "nega-
tive" valuation of these concepts, and demonstrate that they are used for com-
menting on the students' personality characteristics as well as their academic
potential and achievement. Preliminary statistics with regard to the frequency
of occurrence of these categories in our data are also presented.
5.1. Talk
nication skills in the vast majority of cases (82.7%), though references to talk
being associated with the personal characteristics (17.3% of cases) also relate
to communication skills (see examples below).
When the references focus on the notion of communication skills, they cen-
tre on the students' ability to express ideas through talk, participation in group
discussions, clarity of expression, fluency, and so on. The analyses revealed that
all (i.e. 100%) of the references to oracy in this context are positive or highly
positive (qualified by positive modifiers), e.g. "excellent oral presentations",
"her observations are perceptive and sagacious", "fluent and interesting", etc.
Specifically, the positivity of talk centres on different types of outcomes of talk
(making contributions to discussions, expressing ideas, etc.), rather than talk it-
self, while, as we note later, "silence" does not seem to yield any positive results
in the pedagogical process. Consider the following examples:
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
234 Adam Jaworski and Itesh Sachdev
5.2. Silence
Silence is mentioned in our sample far less than talk (20.8% vs. 61.8%). Silence
Copyright 2004. De Gruyter. All rights reserved.
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
Teachers ' beliefs about students ' talk and silence 235
Betty brings a quietly determined approach to her work. (019, male ref-
eree)
Despite the words "quiet" and "reserved" in this reference Emily lacks nei-
ther ability or motivation. She is seen as self-contained, mature, thought-
Copyright 2004. De Gruyter. All rights reserved.
ful and interesting girl with genuine, if somewhat latent, talent. She will
reach her goals quietly, determinedly and efficiently. (017, male referee)
All of his teachers saw him as fairly quiet but perceptive. (067, male ref-
eree)
Orally she needs to be pressed but can articulate complex ideas when she
has the background knowledge. (071, ?)
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
236 Adam Jaworski and ltesh Sachdev
... though quiet she is eloquent and willing to share ideas. (141, male
referee)
As the last example above suggests, some of the references to students' reti-
cence are disclaimed in a fashion which borders on contradiction and inconsist-
ency (quiet but eloquent). We found other combinations of references which are
negative in relation to silence in one type of academic context and positive in
relation to talk in another context, e.g.:
In group discussions she may appear rather reserved but on an individual
basis she is highly articulate. (174, female referee)
And in the next example, the student's negative academic silence is contrasted
with her seemingly positive social communication skills (i.e. talk):
Katie relates well to other peers, but is reticent in one to one contact with
staff. (045, female referee)
As has been mentioned, silence is relatively frequently linked to personality
characteristics. Though negative connotations are present in a fairly significant
manner, these references are largely positive. For instance, positive evaluation
of social silence is found in the following example:
She proved to be a quiet, charming and intelligent student. (023, male
referee)
The next example, however, displays a different pattern: first, a negative men-
tion of academic silence is made followed by a negative social type of silence,
which is then contrasted (or even contradicted) by an overall positive evaluation
of the student as a member of his peer group:
Copyright 2004. De Gruyter. All rights reserved.
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
Teachers ' beliefs about students ' talk and silence 237
11.1%). For talk, female referees did not differentiate between the amount of
talk of male and female applicants, though they did mention talk more often for
both male and female applicants than male referees (Figure 1). However, male
referees mention talk in the applications of male students (62.9%) substantially
more often than they do for female students (48.5%). Given that talk is always
positively viewed in the references (and silence is generally negatively viewed),
such findings may be interpreted as disadvantaging female applicants.
80 77 76.4
60 --
c 40 --
21.5
18.6
20-- 15.4 r
.J
Silence
f
L
Silence
1.......
Talk Talk
mentioned by mentioned by mentioned by mentioned by
male referees female male referees female
referees referees
6. Discussion
We start this section by recounting some of the points made above. Guidelines
on reference writing include "communication skills" under the "personality
characteristics". Overall our findings suggest that talk is almost exclusively
mentioned in connection with the students' academic abilities and perform-
ance, while silence is mentioned in connection with both the students' academic
achievement and with personality characteristics. The main difference in the
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
238 Adam Jaworski and Itesh Sachdev
valuation of talk and silence is that when silence is related to academic achieve-
ment, it is viewed negatively much more often than positively, while talk is
never viewed negatively in this context. When silence is mentioned for personal
characterisation of students, it usually invokes positive characteristics but it
also attracts negative valuations. Talk is only positively mentioned in relation
to personality traits of students.
Although this study is based on a rather limited sample of references, we
would like to postulate a number of observations and interpretations in relation
to the following issues, which we discuss briefly in the remaining part of this
chapter:
It probably comes as no surprise that in the references examined here talk and
silence tend to be valued positively and negatively, respectively. By now, it is a
well-established fact that, other things being equal, longer pauses, slow tempo
of speech and short speaking turns are associated with communicators who
tend to be stereotyped more negatively than those who make (relatively) shorter
pauses, use faster tempo of speech and longer speaking turns. Perhaps, as Scol-
lon (1985) argues this dichotomous view is predominant among middle-class
Anglo-Americans (see also Philips 1976). Similarly in Britain, a greater tolera-
tion of silence may be encountered outside of the middle-class, white popula-
tion. For example, Milroy (1981) describes how members of the working class
in Belfast use silence on informal, social occasions with greater ease than what
Copyright 2004. De Gruyter. All rights reserved.
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
Teachers ' beliefs about students ' talk and silence 239
ment of male and female students by male referees with respect to the mention
of talk in their references. We have shown that references to talk carry more
positive value than those to silence. Therefore, giving more weighting to the
talk of males in educational settings (by male referees) seems to advantage
them over female students. In fact, our finding is consistent with some earlier
work on language and gender in education.
It has been argued, for example, that males speak more in the classroom
than females (Spender 1982; Jule 2005; see also Kramarae and Treichler 1990),
although not all evidence is equally conclusive (Swann 1992, 1988). Overall,
boys tend to take more turns but there are also quiet boys and some outspoken
girls. Interestingly, much of the talk that boys do in the classroom is not aca-
demically related. Swann (1992) quotes French and French (1984), who dem-
onstrate how boys (more so than girls) secure more turns by answering teachers'
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
240 Adam Jaworski and Itesh Sachdev
7. Conclusion
ish schools are said to outperform boys in most academic areas (see, e.g. Judd
1998). Therefore, using fairly vague descriptions of students' "communication
skills" is not only naive but also potentially discriminatory to some students.
Indeed our data suggests that male and female referees tend to provide refer-
ences that are likely to have differential, and discriminatory effects on male and
female applicants. Additionally, there is absolutely no way of knowing for ad-
mission tutors or any other addressees of similar references how the references
to students' articulateness, clear expression of ideas, reticence, and so on, stand
in relation to actual behaviour.
Mehan (1991) examines the discursive and organizational mechanisms of
a school committee's decision-making process about the placement of "handi-
capped" (as opposed to "normal") students in one of many possible "special
needs" programmes. Mehan notes that out of the possible twelve possibilities
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
Teachers ' beliefs about students ' talk and silence 241
open to the committee only two outcomes prevail, while others are not even
actively considered. Most significantly, the legally guaranteed possibility of
placing students in the private sector for which the funding must be provided
by the local school district is only mentioned to the parents present at these
meetings after an alternative decision is made. Thus, Mehan discusses the inter-
play of the macro structures (or "distal circumstances") and micro structures (or
"proximal circumstances") in the process of the school committee constructing
the preferred version of "sorting students". He demonstrates how the commit-
tee operates under a set of constraints imposed by the policies of governmental
agencies, other public organizations, administrative and budgetary limitations
on the one hand, and how it organizes its own discursive practice of allocat-
ing a student to one or the other programme via a set of recurring, discursive
practices, through which a preferred outcome for the committee is achieved. By
deconstructing the macro and micro organization of the way in which the com-
mittee operates, Mehan attests to this aspect of the educational processes being
socially constructed in
the moment-to-moment, day-by-day work of daily life, including those portions
of daily life which are carried out in bureaucratic organizations. Educational sort-
ing practices are a particular form of "social practice" ... To "practice" social life
is, literally, to work at its production, maintenance and transformation. Practice
constitutes social life; it is not an incomplete rendition of some ideal form. Prac-
tice encompasses people's application of ideas and norms as well as practical
action in concrete situations of choice.
(Mehan 1991: 82)
identities of teachers, parents and pupils are jointly negotiated and constructed
in locally produced discourse, following broader educational, political and so-
cial ramifications.
Writing (UCAS) references for students appears to be a similar manifesta-
tion of the educators' social practice. Constrained by the requirements of evalu-
ating their students for other organizations (here, universities), generally not
wanting to jeopardize anyone's chances of success, following the guidelines
for what constitutes a "good" or "exhaustive" reference, they rely on a set of
educational and common-sense principles realized locally as a set of attributes
assigned to individual students. In doing so, they resort to a pool of routines,
and we have only looked at a small aspect of the whole refereeing mechanism,
in a discourse-based process which constitutes them as gate-keepers, increasing
or decreasing their students' chances of getting a place at the university.
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
242 Adam Jaworski and ltesh Sachdev
Acknowledgement
This chapter has benefited from the comments of numerous participants at the Round
Table Meeting on "The Sociolinguistics of Metalanguage" (Gregynog, June 1998). We
especially thank Nik Coupland for his useful feedback. We also thank Jamie Ambler,
Gareth Burkhill-Howard and Sarah Lawson for their help in coding the data. We are
grateful to UCAS for allowing us to quote from the forms. All names in the quotes used
in this chapter are fictitious.
References
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
Teachers ' beliefs about students ' talk and silence 243
Cameron, Deborah
1995 Verbal Hygiene. London: Routledge.
2000 Good To Talk? London: Sage.
Cheshire, Jenny and Nancy Jenkins
1991 Gender issues in the GCSE oral English examination: Part II. Language
and Education 5, 19^0.
Collins, Janet
1996 The Quiet Child. London: Cassell.
Edwards, Viv and Angela Redfem
1992 The World in A Classroom: Language in Education. Clevedon: Multilin-
gual Matters.
Entwistle, Harold
1978 Culture, Class and Education. London: Methuen.
Fairclough, Norman
1992a Introduction. In Fairclough, Norman (ed.), Critical Discourse Awareness.
London: Longman, 1-29.
1992b The appropriacy of "appropriateness". In Fairclough, Norman (ed.), Criti-
cal Discourse Awareness. London: Longman, 33-56.
Hemmings, Annette
1996 Conflicting images? Being black and a model high school student. Anthro-
pology & Education Quarterly 27, 20-50.
Jaworski, Adam
1993 The Power of Silence: Social and Pragmatic Perspectives. Newbury Park,
California: Sage Publications.
Jaworski, Adam (ed.)
1997 Silence: Interdisciplinary Perspectives. Berlin: Mouton de Gruyter.
Jaworski, Adam and Itesh Sachdev
1998 Beliefs about silence in the classroom. Language and Education 12, 273-
292.
Jenkins, Nancy and Jenny Cheshire
Copyright 2004. De Gruyter. All rights reserved.
1990 Gender issues in the GCSE oral English examination: Part I. Language and
Education 4, 261-292.
Judd, J.
1998 Boys still failing to improve at English. The Independent, 18 December
1998.
Jule, Allyson
2005 A fair share: Gender and linguistic space in a language classroom. Multilin-
gua 24 (in press).
Kramarae, Cheris and Paula A. Treichler
1990 Power relationships in the classroom. In. Gabriel, Susan L. and Isaiah
Smithson (eds.), Gender in the Classroom: Power and Pedagogy. Urbana,
IL: University of Illinois Press, 41-59.
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.
244 Adam Jaworski and Itesh Sachdev
Lawton, Denis
1975 Class, Culture and the Curriculum. London: Routledge and Kegan Paul.
Mehan, Hugh
1991 The school's work of sorting students. In Boden, Deirdre and Don H. Zim-
merman (eds.), Talk and Social Structure. Cambridge: Polity Press, 71-90.
Milroy, Lesley
1980 Language and Social Networks. Oxford: Blackwell.
Philips, Susan U.
1976 Some sources of cultural variability in the regulation of talk. Language in
Society 5, 81-95.
Sarangi, Srikant
1998 Beyond language, beyond awareness: Metacommunication in instructional
settings. Language Awareness 7, 63-68.
Scollon, Ron
1985 The machine stops: Silence in the metaphor of malfunction. In Tannen De-
borah and Muriel Saville-Troike (eds.), Perspectives on Silence. Norwood,
NJ:Ablex, 21-30.
Sobkowiak, Wlodzimierz
1997 Silence and markedness theory. In Jaworski, Adam (ed.), Silence: Interdis-
ciplinary Perspectives. Berlin: Mouton de Gruyter. 39-61.
Spender, Dale
1982 Invisible Women: The Schooling Scandal. London: Writers and Readers.
Swann, Joan
1992 Girls, Boys and Language. Oxford: Blackwell.
Swann, Joan
1988 Talk control: An illustration from the classroom of problems in analys-
ing male dominance of conversation. In Coates, Jennifer and Deborah
Cameron (eds.), Women in their Speech Communities. London: Longman,
122-140.
UCAS
Copyright 2004. De Gruyter. All rights reserved.
Jaworski, Adam, Nikolas Coupland, and Dariusz Galasinski. Metalanguage, edited by Adam Jaworski, et al., De Gruyter, 2004.
ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/nord/detail.action?docID=3042949.
Created from nord on 2017-05-23 23:20:51.