occupation

• jargon

  • specialist language belongs to a group and often unintelligible to those outside the discourse community
  • restricted occupational lexis
• • there are also terms that have a particular meaning within a profession and a wider meaning in general discourses
  • legal - party, action, execute
• restricted to general meaning

  • idiomatic expressions started in occupational discourses have expanded to general discourse with traceable connections
  • bringing home the bacon - farming
  • a close shave - barber
• high frequency lexis

  • everyday language used more frequently that is is outside of the context - some are recognisable clichés
  • e.g teaching - 'lively student' 'keen to participate' - often euphemisms
• oppressive discourse strategy

  • a more direct way of exercising power
  • deontic modality - modal verbs that show necessity and obligation - must, shall, should
  • simple sentences - blunt and abrupt
  • imperative mood - commandment, open in exercising power and control
• repressive discourse strategy

  • linguistic behaviour that is a more indirect way of exercising power and control through conversational constraints
  • epistemic modality - might, could, would
  • complex sentences - demonstrating intelligence, signalling superiority
  • interrogative - may create closer relationship
• mitigated imperative - politeness strategy

  • please - politeness marker
  • sorry to say this... - apology
  • have you finished? - an interrogative
• Lisa Delpitt - power in the classroom

  • culture of power - use of names, classroom management
  • power rules are a reflection of those who have power
  • those with power are frequently least aware of it - and its existence is most felt by those with less power
  • code and rules - turn taking, silences, Q and Q
• Power in and behind discourse

  • Norman Fairclough
  • 'Power in discourse' refers to power relations that are enacted, performed, or negotiated in discourses.
  • 'Power behind discourse' points to the social and ideological setup that shapes and influences discourses.
  • e.g teacher in a classroom has power in discourse as they control conversation and subject matter. The broader educational system, societal norms, and ideologies represent the power behind discourse
• John Swales - discourse community

  • members who share a set of common goals, communicate internally and use specialist lexis
  • occupational discourse is part of the knowledge held by the discourse community
• Ofsted single world judgements

  • generic structure potential
  • multipurpose and a wide audience range - teachers, parents, children or local authorities
  • different levels of understanding and appreciation for judgements - Ruth Perry headteacher suicide - impacts of language choices upon individuals and communities
• Almut Koester - phatic talk

  • performs a social functions rather than an informative function
  • recognised that workers needs to establish interpersonal relationships and have interactions outside of work related topics
  • social chat is an important part of effective working - solidarity and rapport
• Hornyak

  • shift from work talk to personal talk is always initiated by the most powerful participant
• Language and The Workplace Project

  • the way co-workers use small talk is defined by the power relationship between them
  • superiors tend to initiate and restrict small talk as well as defining what subject matters are acceptable
• consider intersectionality of gender models - how would each model view occupational interactions between men and women