The linguistic construction of expert identity in professor–student discussions of science |
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| Authors: | Alandeom W Oliveira Troy D Sadler Daniel F Suslak |
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| Institution: | (1) Curriculum and Instruction, Indiana University Bloomington, 201 N. Rose Ave, 3002, Bloomington, IN 47408, USA;(2) University of Florida, Gainesville, FL, USA;(3) Indiana University Bloomington, Bloomington, IN 47405, USA |
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| Abstract: | This study examines how participation in a verbal exchange during an inquiry-based classroom activity allows three college
students and their science instructor to use linguistic signs (choices of words, grammatical structures, discursive structures,
prosody and poetic discourse) to construct authority and expertise. Our work explores linguistic and interactional processes
of identification (the dynamic construction and transaction of expert identity) and examines how discursive strategies adopted
by the professor at different moments of the verbal exchange influence the students’ subsequent discursive practices and perceptions
of authority. We adopt a dialogic, socio-constructivist perspective on identity, viewing personal identities as being partially
constructed via interactional positioning. Our findings reveal that the attainment of expertise involves two different types
of language-mediated processes: the transmission of a professional vision or intension and the emergence of a perception of
agency among students. The former is centered on referential-denotative meanings of speech (elicitation of standard account
and operational definition) while the latter requires effective use of pragmatic–performative functions of speech (non-evaluative
and more than minimal recipient practices). Consideration is given to the need for science instructors to be able to utilize
pragmatic functions of language strategically to encourage students to position themselves within the identity of science
expertise. |
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| Keywords: | Authority Expertise Identity Linguistic signs Agency Inquiry-based instruction |
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