Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 89-90). Also available in print.

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The speech category approach of mainstream narratology does not give an adequate account of the form or the function of presentations by narrators to readers of fictional characters' minds. It: privileges the apparently mimetic categories of direct thought and free indirect thought over the diegetic category of thought report; views characters' minds as consisting only of a private, passive flow of consciousness, because of its overestimation of inner speech; and neglects the thought report of characters' states of mind. I suggest a radical reconceptualization, using the parallel discourses of Russian psycholinguistics and the philosophy of mind to fill the gaps left by narratology. For example, Vygotsky, Luria, Volosinov and Bakhtin show that inner speech is social in origin, dialogic in nature, and directs and regulates our day-to-day behaviour. Also, the philosophy of mind emphasises the importance of dispositions to behave in certain ways. A functional, teleological approach to fictional presentations of the whole mind, both states of mind and inner speech, analyses the purposive nature of characters' thought: their motives, intentions and resulting behaviour and action. It also shows how readers read plots as the interaction of characters' 'embedded narratives': their perceptual and conceptual viewpoints, ideological worldviews, and plans for the future. The embedded narrative approach is a theoretical framework which: considers the whole of a particular fictional mind, thereby avoiding the fragmentation of previous approaches; views characters' minds, not just in terms of passive, private inner speech presented in direct or free indirect thought, but in terms of the narrator's positive linking role in presenting characters' social, engaged mental functioning, particularly in the mode of thought report; and highlights the role of the reader in constructing the plot by means of a series of provisional conjectures and hypotheses about characters' embedded narratives.

published_or_final_version / abstract / Linguistics / Master / Master of Arts

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Thesis advisor: Patrick McQuillan / This case study examines the micropolitical strategies that a coach and seven teachers utilized to negotiate ideological and epistemological beliefs during required common planning time meetings for the period of one semester in an urban middle school. Theories of micropolitics and critical discourse analysis guided the development of the research questions that emphasized the political nature of the transactions and interactions between individuals within a school and how these negotiations were affected by the cultural and political climate of the district and the ideologies of individuals within that school about how students learn. The findings revealed how coaching as a reform strategy is highly influenced by the context of the school. The observations of mandated common planning time meetings, interviews with the coach and teachers, and other artifacts suggest that the power relationships between the members of the school community and political tensions of time, autonomy, ideological conflict, and trust influenced the discourse and interaction of the coach and teachers and influenced the implementation of the school's reform initiative. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Curriculum and Instruction.

A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in partial fulfilment of the requirements for the degree of Masters in Applied English Language Studies by combination of coursework and research. Johannesburg, 2015 / This research project explores the linguistic experiences and the effects of these on the identities of two first-year ESL university students. Using a sociolinguistic framework, it explores the links between language and identity. The data for this study comes from examination essays written based on a first-year Sociolinguistics module in the English I course in the Wits School of Education and interviews conducted with two students. The analysis of this data reveals how these students’ linguistic identities, structured by their different backgrounds, facilitate and constrain the ways in which they adapt to university life. Both students focused on in this research shift in their identities as they attempt to adapt to the increasing number of different fields they encounter at university. Linguistic identity shifts are also evident as they re-enter the old fields in the communities in which they grew up. The two students must work to negotiate these differing identities both within and outside of the university. Bourdieu’s concepts of habitus, capital and field, guide this discussion and help to illustrate how students struggle to negotiate their identity. This study shows that owing to a conflict of capital and the fact that habitus is deeply entrenched layers of linguistic dispositions, linguistic identity is difficult to shift. Despite the fact that the University of the Witwatersrand is a super-diverse environment, with students bringing different kinds of linguistic capital to the various fields within this environment, this research projectargues that students struggle to find a place for themselves within this variety. It shows that the participants seek out affinity groups within which they feel they have sufficient linguistic capital. However, within these groups there is jostling for a linguistic identity as, in the face of policing and linguistic prejudice, they struggle to assert their sense of self in relation to their developing linguistic identities. KEYWORDS: linguistic identity, Discourse, field, habitus, capital, policing, prejudice, investment, voice.