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Classroom discussion practices that can lead to reasoned participation by all students are presented and described by the authors. Their research emphasizes the careful orchestration of talk and tasks in academic learning. Parallels are drawn to the philosophical work on deliberative discourse and the fundamental goal of equipping all students to participate in academically productive talk. These practices, termed Accountable Talk SM , emphasize the forms and norms of discourse that support and promote equity and access to rigorous academic learning. They have been shown to result in academic achievement for diverse populations of students. The authors outline Accountable Talk as encompassing three broad dimensions: one, accountability to the learning community, in which participants listen to and build their contributions in response to those of others; two, accountability to accepted standards of reasoning, talk that emphasizes logical connections and the drawing of reasonable conclusions; and, three, accountability to knowledge, talk that is based explicitly on facts, written texts, or other public information. With more than fifteen years research into Accountable Talk applications across a wide range of classrooms and grade levels, the authors detail the challenges and limitations of contexts in which discourse norms are not shared by all members of the classroom community.

The contribution that social workers make to communities is integral to the principles and values of the profession but is often 'hidden' and unacknowledged. This paper is an exploration of social workers' engagement with community work approaches in a range of settings in the Republic of Ireland, where managerialism and a climate of austerity pose particular challenges for social work practice. By exploring the findings of qualitative interviews with social work practitioners, the paper examines themes and issues that emerge in the context of their practice settings and considers how community work ideas are enacted in contemporary social work practice. These ideas challenge dominant discourses and emphasise a process of active engagement with communities to counter inequality and injustice and seek change at both community and societal levels. The concept of 'creative activism' is developed to explore the idea of critical practice and the different forms of col lective action that social workers undertake. The use of these ideas to strengthen the links between theory, research and practice on a postgraduate qualifying social work degree is discussed. The paper seeks to re-emphasise the place of community work within social work research, theory, practice and professional education.

The present paper discusses how insights from translanguaging theory and pedagogy can help inform and promote genre pedagogy for teaching business communication courses such as writing and translation. To this end, the first part traces and reviews the developments of genre theory and pedagogy in tandem with translanguaging theory and pedagogy, thus teasing out their similarities and differences in historical roots, core premises, theoretical frameworks, and research methodologies. In light of these integrated accounts, the second part of the paper proposes a genre-based pedagogical framework augmented with key tenets and general principles of translanguaging pedagogy to design and implement task activities and classroom practice in teaching business communication courses in the Greater Bay Area (GBA). The paper then outlines perceivable advantages and potential challenges to the application of this translanguaging-informed genre-based pedagogical approach in curriculum design and professional training practice in superdiverse megapolis regions such as the GBA.

Collaborative intellectual engagement is held in high regard in contemporary educational thought as a pedagogical practice of broad value to K–12 students. To what extent is this enthusiasm warranted? Is the practice uniformly productive, or does variability exist in the contexts in which collaboration is effective, the mechanisms involved, and the objectives achieved? In addition to examining these questions, this article suggests further questions that might be addressed with the objective of establishing a more comprehensive base of evidence to substantiate the practice of collaborative learning. Finally, the article reconsiders why collaborative cognition should be a critical concern.

The authors investigate how conversational routines, or the practices by which groups structure work-related talk, function in teacher professional communities to forge, sustain, and support learning and improvement. Audiotaped and videotaped records of teachers’ work group interactions, supplemented by interviews and material artifacts, were collected as part of a 2-year project centered on teacher learning and collegiality at two urban high schools. This analysis focuses on two teacher work groups within the same school. While both groups were committed to improvement and shared a common organizational context, their characteristic conversational routines provided different resources for them to access, conceptualize, and learn from problems of practice. More specifically, the groups differed in the extent to which conversational routines supported the linking of frameworks for teaching to specific instances of practice. An analysis of the broader data set points to significant contextual factors that help account for the differences in the practices of the two groups. The study has implications for fostering workplace learning through more systematic support of professional community.

Publishing scientific articles is a crucial activity performed by a scientist to demonstrate inclusion as part of the community of scientists: a community constituted by journal editors, reviewers, authors and readers. A manuscript submitted to journals is first read by reviewers, and their decision to accept it creates membership in the community for the author with its attendant privileges of ingroup status. Rejection bars such membership. In this article we examine the language used by this powerful individual – the journal reviewer – to recognize another individual – the author – as being a member or not. Five reviewer reports of two different manuscripts submitted by non-native English-speaking authors are analyzed in this case study. Complementary discourse analytical approaches are used: group ideology, syntactic structure and personal pronouns. The analysis of the linguistic strategies used reveals three distinct positions that the reviewers adopt within this under-researched genre.

Given the institutional and financial opportunity to choose any school — public or private/independent — in the city, how are we to understand students choosing to stay in their low-performing, high-poverty schools with bad reputations? Drawing on interviews with 53 students from two urban schools in Stockholm and Malmö, as well as on the secondary literature and theoretical perspectives on community discourse and the freedom of choice policy, I argue that we will never understand why students choose to stay if we consider only the values of the pedagogical commodities exchanged in the educational quasi-market. The analytical gaze ought to embrace sociological perspectives on the local community and schools, including individual strategies in relation to school choice and the power of relations, categorization and stigmatization. Thus, I conclude that neither deficiency in information, transportation costs and time nor some murky cultural-religious incentives are behind the decision to stay. The major incentive can be found in the ongoing negotiations between different aspects of community and school discourse that young people develop, whereby, among other things, the prospect of losing a network and the feeling of safety and becoming an outsider in exchange for gaining access to a 'Swedish' middle-class school is, for the time being, not deemed a fair deal.

This study investigates the relationship between three discourse synthesis skills (i.e., quotation, summarization, and connection) and students’ overall integrated writing performance in Chinese, students’ first language, and English, their second language. Hierarchical regression analyses revealed that 63.6% of the variance in students’ overall Chinese integrated writing performance was accounted for by the three discourse synthesis skills, with connection and summarization contributed almost equally to the overall scores. In the English test, the three skills explained 47.9% of the variance. Cross-linguistic facilitation of the L1 discourse synthesis skills to the overall L2 integrated writing performance was observed, although the predictive strength of the three skills was comparatively low. Eye-tracking data together with subsequent stimulated-recall interviews illuminated the differences in students’ approaches to discourse synthesis. Findings of the study support the decisive role of discourse synthesis abilities in both L1 and L2 integrated writing assessments. Implications for writing instruction are discussed.

Ecological communities and their response to environmental gradients are increasingly being described by various measures of trait composition. Aggregated trait averages (i.e. averages of trait values of constituent species, weighted by species proportions) are popular indices reflecting the functional characteristics of locally dominant species. Because the variation of these indices along environmental gradients can be caused by both species turnover and intraspecific trait variability, it is necessary to disentangle the role of both components to community variability. For quantitative traits, trait averages can be calculated from 'fixed' trait values (i.e. a single mean trait value for individual species used for all habitats where the species is found) or trait values for individual species specific to each plot, or habitat, where the species is found. Changes in fixed averages across environments reflect species turnover, while changes in specific traits reflect both species turnover and within-species variability in traits. Here we suggest a practical method (accompanied by a set of R functions) that, by combining 'fixed' and 'specific averages', disentangles the effect of species turnover, intraspecific trait variability, and their covariation. These effects can be further decomposed into parts ascribed to individual explanatory variables (i.e. treatments or environmental gradients considered). The method is illustrated with a case study from a factorial mowing and fertilization experiment in a meadow in South Bohemia. Results show that the variability decomposition differs markedly among traits studied (height, Specific Leaf Area, Leaf N, P, concentrations, leaf and stem dry matter content), both according to the relative importance of species turnover and intraspecific variability, and also according to their response to experimental factors. Both the effect of intraspecific trait variability and species turnover must be taken into account when assessing the functional role of community trait structure. Neglecting intraspecific trait variability across habitats often results in underestimating the response of communities to environmental changes.

Previous studies of online (collective) identity have explored how social media–specific practices like hashtags can enable identity construction and affiliation with a wider community of users. Practices such as mentioning and retweeting have also been discussed in the literature but the practice of following as a discourse practice is underexplored. This article presents a corpus-based Critical Discourse Analytical approach to the study of collective identity on Twitter that focuses on the relationships between following and language use and details a study conducted on the language used by followers of the Football Lads Alliance – a protest group who say they are ‘against all extremism’. This approach was fruitful in identifying correlations between salient discourses in follower profile descriptions and their tweets and suggests that a portion of the followership constructs identity in relation to radical right-wing and populist discourse specifically concerning Islam/Muslims.