TY - JOUR
T1 - Discursive negotiation of face via email
T2 - Professional identity development in school counseling supervision
AU - Gordon, Cynthia
AU - Luke, Melissa
N1 - Funding Information:
The authors would like to thank Najma Al Zidjaly, Richard Buttny, Sage Graham, Barbara Soukup, and Alla Tovares for their useful advice and suggestions as we developed this article. This research was supported by the Interdisciplinary Research Group, College of Visual and Performing Arts, Syracuse University, whose members also provided helpful feedback on an earlier version of this paper. We are also appreciative of the comments of two anonymous reviewers.
PY - 2012/3
Y1 - 2012/3
N2 - This article examines email exchanges between eight Master's-level school counseling student interns and their internship supervisor to investigate how politeness strategies contribute to professional identity development in supervisory discourse. Our analysis demonstrates how identity development occurs via collaborative facework accomplished through multiple strategies: reported speech or " constructed dialogue" (Tannen, 2007), first person plural pronouns, the discourse marker " that being said," and repetition. These strategies create supervisor-supervisee solidarity and build and display supervisee competence, while also creating a discursive web of relations among people that links supervisees into their professional " community of practice" (Lave & Wenger, 1991). This study thus provides a discursive, micro-level understanding of professional identity development and its theoretical underpinnings in the context of email supervision.
AB - This article examines email exchanges between eight Master's-level school counseling student interns and their internship supervisor to investigate how politeness strategies contribute to professional identity development in supervisory discourse. Our analysis demonstrates how identity development occurs via collaborative facework accomplished through multiple strategies: reported speech or " constructed dialogue" (Tannen, 2007), first person plural pronouns, the discourse marker " that being said," and repetition. These strategies create supervisor-supervisee solidarity and build and display supervisee competence, while also creating a discursive web of relations among people that links supervisees into their professional " community of practice" (Lave & Wenger, 1991). This study thus provides a discursive, micro-level understanding of professional identity development and its theoretical underpinnings in the context of email supervision.
KW - Community of practice
KW - Computer-mediated communication
KW - Discourse analysis
KW - Face
KW - Politeness theory
KW - Professional identity
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U2 - 10.1016/j.linged.2011.05.002
DO - 10.1016/j.linged.2011.05.002
M3 - Article
AN - SCOPUS:84856225161
SN - 0898-5898
VL - 23
SP - 112
EP - 122
JO - Linguistics and Education
JF - Linguistics and Education
IS - 1
ER -