The Concise Encyclopedia of Applied Linguistics. Carol A. Chapelle
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14 Kayi‐Aydar, H. (2015a). “He's the star!”: Positioning as a tool of analysis to investigate agency and access to learning opportunities in a classroom environment. In P. Deters, X. Gao, E. R. Miller, & G. Vitanova (Eds.), Theorizing and analyzing agency in second language learning: Interdisciplinary approaches (pp. 133–53). Bristol, England: Multilingual Matters.
15 Kayi‐Aydar, H. (2015b). Multiple identities, negotiations, and agency across time and space: A narrative inquiry of a foreign language teacher candidate. Critical Inquiry in Language Studies, 12(2), 137–60.
16 Lantolf, J. P., & Pavlenko, A. (2001). Second language activity theory: Understanding second language learners as people. In M. P. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 141–58). Harlow, England: Longman.
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21 Miller, E. R. (2014). The language of adult immigrants: Agency in the making. Bristol, England: Multilingual Matters.
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27 Pavlenko, A., & Blackledge, A. (2004). Negotiation of identities in multilingual contexts. Clevedon, England: Multilingual Matters.
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29 Priestley, M., Biesta, G., & Robinson, S. (2013). Teachers as agents of change: Teacher agency and emerging models of curriculum. In M. Priestley & G. Biesta (Eds.), Reinventing the curriculum: New trends in curriculum policy and practice (pp. 187–206). New York, NY: Bloomsbury.
30 Ruohotie‐Lyhty, M. (2011). Constructing practical knowledge of teaching: Eleven newly qualified language teachers' discursive agency. Language Learning Journal, 39(3), 365–79.
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35 White, J. C. (2018). Agency and emotion in narrative accounts of emergent conflicts in a L2 classroom. Applied Linguistics, 39(4), 579–98.
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Suggested Reading
1 Kalaja, P., Barcelos, A. M. F., Aro, M., & Ruohotie‐Lyhty, M. (Eds.) Beliefs, agency and identity in foreign language learning and teaching. London, England: Palgrave Macmillan.
Note
1 Based in part on T. Yashima (2012). Agency in second language acquisition. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. John Wiley & Sons Inc., with permission.
Analysis of Dialogue
CHRISTOPHER JENKS
A dialogue is broadly defined as an exchange of spoken or written ideas, thoughts, and opinions between two or more interactants. Dialogues are not monologues in that the former involve reciprocation of communication. For example, if one person speaks, then the other person is expected to respond in turn. Reciprocity within dialogues varies in temporality. A dialogue can take many months or even years to complete, as in the case when one book author responds to another. In other situations—namely face‐to‐face communication—dialogues can end in a matter of seconds. Although, in practice, dialogues occur in a number of different situations and take place over varying degrees of time, the analysis of dialogues within applied linguistics is typically concerned with concurrent spoken interaction. This entry discusses dialogues from this narrower conceptualization.
Dialogues
Most interactants go about their daily lives with little thought of how their dialogues with others are organized, and what role communication plays in organizing the world around them. This is because human encounters are often so mundane and practiced that the complexities of managing a dialogue are taken for granted. The analysis of dialogues is fundamentally concerned with understanding these complexities. Specifically, how do interactants make sense of each other and the context in which they find themselves communicating? Furthermore, how does human behavior define communicative contexts, and how do communicative contexts shape the conduct of people? While such questions have been addressed for many decades by scholars working in a range of disciplines (see Johnstone, 2018), Bakhtin's (1986) notion of an utterance is an excellent starting point in discussing how applied linguistics scholarship approaches the study of dialogues; Bakhtin argues that dialogues are made up of utterances that represent a complex interplay between a history of established rules of behavior and normative expectations co‐constructed in situ as individuals participate in social activities. For example, the way a student responds to a teacher in a classroom not only reflects a history or structure of institutional practices, but it also represents a single moment in the present time where individuals actively reveal their commonsense understanding of the pedagogical event.
The current encyclopedic entry begins with this ostensibly simple understanding of dialogues. As such, the introduction presented below addresses how spoken utterances are organized during human encounters, but the larger discussion of dialogues is not limited to aspects of turn taking and turn organization (cf. conversation analysis). Rather, dialogues are presented in the current entry by looking at three interdependent aspects of spoken communication: organization, intersubjectivity, and social context. Organization encompasses the mechanics of spoken interaction (e.g., turn taking); intersubjectivity is related to how interactants jointly construct meaning; and social context deals with the sociocultural issues, including historical factors, that shape dialogues. Each aspect of a dialogue will be discussed in this order.
Organization
Dialogues require all parties