A Mann–Whitney type effect measure of interaction for factorial designs

We propose a measure for interaction for factorial designs that is formulated in terms of a probability similar to the effect size of the Mann–Whitney test. It is shown how asymptotic confidence intervals can be obtained for the effect size and how a statistical test can be constructed. We further show how the test is related to the test proposed by Bhapkar and Gore [Sankhya A, 36:261–272 (1974)]. The results of a simulation study indicate that the test has good power properties and illustrate when the asymptotic approximations are adequate. The effect size is demonstrated on an example dataset.     

Sociolinguistic interaction and identity construction: The view from game‐theoretic pragmatics

Understanding the dynamics that characterize interaction between conversational participants is a fundamental goal of most theories of socially conditioned language use and identity construction through language. In this paper, I outline a class of formal tools that, I suggest, can be helpful in making progress towards this goal. More precisely, this paper explores how Bayesian signalling game models can be used to formalize key aspects of current sociolinguistic theories, and, in doing so, contribute to our knowledge of how speakers use their linguistic resources to communicate information and carve out their place in the social world. The Bayesian framework has become increasingly popular for the analysis of pragmatic phenomena of many different types, and, more generally, these models have become a dominant paradigm for the explanation of non‐linguistic cognitive processes. As such, I argue that this approach has the potential to yield a formalized theory of personal and social identity construction and to situate the study of sociolinguistic interaction within a broader theory of rationalistic cognition.     

Multi-ethnic school environment from the school leader’s perspective: challenges and approaches to improve multi-cultural competency among teachers in Malaysia

This study aims to identify the challenges and approaches to improve a multicultural competency among teachers in multi-ethnic schools environment based on school leaders’ perspective. Data collection method used in this study is qualitative method. A total of nine school leaders from the states of Kedah, Penang, and Perak were included in the interview session. The results of this study show that the challenges faced by teachers in practicing the multicultural competency are lack of experience toward cultural diversity. A late exposure to cultural diversity makes it difficult for teachers to accept and adapt in a multi-ethnic school environment. The approaches suggested by school leaders to improve the multicultural competency are as follows: (1) Courses on cultural diversity should be organized to enhance the knowledge about cultural diversity; (2) the development of more open and better policy for education system in Malaysia in order to prepare teachers with a higher multicultural competency for teaching students from diverse ethnic and cultural groups; (3) an early exposure to cultural diversity in order to increase the multicultural competency, especially during teaching practicum.     

Children's Experiences of Time When a Parent Travels for Work

This qualitative study focuses on the different ways time is experienced by children in families who face time challenges because of a family member's job that required work travel. Data are from a family‐level study that includes interviews of all family members older than age 7. Using grounded theory methodology, this study illustrates the ways in which job demands and family processes interact. The analysis centers on 75 children's perspectives from 43 families. Holding together assessments of having enough time while wanting more time with their parents, children express emotion, generally unrecognized by parents, around the topic of family time. Children's experience of time with parents is rushed or calm, depending on the activities done in time and the gender of the parent with whom they spend time. Findings are interpreted through a feminist social constructionist lens.     

The Importance of “Empty Gestures” in Recovery: Being Human Together

What do clients/patients want or value from their encounters with healthcare providers? Based on ethnographic research conducted with individuals suffering from drug addiction and mental health issues, this article argues that clients/patients treasure “everyday” or “human” interaction with medical staff. Everydayness is accomplished through three generic social processes: **co‐silence, inclusion in back‐stage activity, and physical dramatizations of authenticity. These processes and other ordinary interactional strategies for “being human together” should be seen as vital tools for recovery.     

Fighting words? Joning as conflict talk and identity performance among African American preadolescents

This study examines how preadolescent African American students in Washington, D.C., used a linguistic practice called ‘joning,’ a style of verbal play similar to ritual insults, in peer interactions. Sociolinguists have focused on how children socialize each other into vernacular styles appropriate for peer group use but often assume that they disalign with social and linguistic norms for classroom behavior. Drawing from a nine‐month ethnographic study that the author conducted in an after‐school program, this article analyzes the structure and function of joning as a vernacular style of African American Vernacular English and its uses in constructing classroom identities. Joning often facilitated student learning, but it was perceived as a socially and physically risky linguistic practice because of its uses as conflict talk in the local community. Focusing on preadolescence as a key stage of language socialization, this article shows how minority students modify peer‐learned linguistic practices to pursue academic success on their own terms.     

Intercultural education and communication in second language interactions

This article analyses intercultural education outcomes produced in the setting of teaching Italian as a second language (ISL) in an Italian school. Intercultural education is produced in interactions which are based on specific cultural presuppositions, i.e. expectations regarding learning, role hierarchy and evaluation of student performances. Sixteen hours of interactions associated with ISL teaching in a multicultural classroom were audiotaped, transcribed and analysed. The analysis highlights three ways in which cultural diversity becomes meaningful. First, cultural diversity is constructed as one task of learning. Second, cultural diversity is constructed as conflictive interaction. Third, cultural diversity is constructed as a point of departure for positive school performance. These three ways of giving meaning to cultural diversity reveal a prevailing ethnocentric form of ISL teaching, as a consequence of educational presuppositions which do not take the difficulties of intercultural communication seriously. Recently, ‘dialogue’ has been invoked to address ethnocentrism; however, the conditions of effective intercultural dialogue are uncertain.

Questo articolo analizza l’educazione interculturale prodotta nell’insegnamento dell’italiano come seconda lingua (ISL) in una scuola italiana. L’educazione interculturale è realizzata in interazioni che sono basate su specifici presupposti culturali, che sono aspettative di apprendimento, di gerarchie di ruolo e di prestazioni degli studenti. L’educazione interculturale si occupa del problema della diversità culturale, basata su presupposti culturali diversi che emergono nella comunicazione. Sono state audioregistrate, trascritte e analizzate 16 ore di interazione durante l’insegnamento di ISL in una classe multiculturale: l’analisi ha evidenziato tre modi in cui la diversità culturale è resa significativa. La diversità culturale è costruita anzitutto come compito di apprendimento, in secondo luogo come interazione conflittuale, infine come punto di partenza per conseguire una prestazione scolastica positiva. Questi tre modi di costruire la diversità culturale rivelano una forma prevalente di tipo etnocentrico per l’insegnamento ISL, che è una conseguenza di presupposti educativi che non permettono di prendere seriamente le difficoltà della comunicazione interculturale. Recentemente, si è proposto di usare il ‘dialogo’ per superare l’etnocentrismo; tuttavia c’è incertezza sulle condizioni di un dialogo interculturale efficace.     

Socialization into single‐parent‐by‐choice family life

This paper examines family interactions between mothers and children in single‐parent‐by‐choice (SPBC) families in Spain. The data is part of a larger multi‐sited ethnographic study focused on emergent family structures that examined families formed by women who began their family projects through adoption or assisted reproduction. Single‐mothers‐by‐choice formulate various socialization goals that are tied to the complexities of their non‐conventional family project. These goals are also realized in daily conversation, particularly when families talk about future events in their lives. Our findings expand existing family language socialization research in Western contexts, which has primarily focused on conventional two‐parent families, and invite developing a stronger dialogue between family language socialization research and current debates on changing kinship structures in post‐industrial societies. Este trabajo examina interacciones entre madres e hijos/as en familias de madres solteras por elección (MSPE) en España. Los datos provienen de una investigación etnográfica multi‐lugar más amplia centrada en modelo familiares emergentes que estudió a familias formadas por mujeres solas que han comenzado su proyecto familiar a través de la reproducción asistida o la adopción. La madres solteras por elección formulan varias metas de socialización que están ligadas a las complejidades y demandas de su proyecto familiar no convencional. Estos objetivos también se plasman en conversaciones cotidianas, especialmente cuando las familias hablan sobre eventos futuros en su vidas. Nuestros resultados amplían la investigación sobre socialización lingüística familiar en contextos occidentales, que se ha centrado principalmente en familias bi‐parentales convencionales, e invitan a desarrollar un diálogo más fructífero entre la investigación sobre socialización lingüística familiar y los debates actuales en torno a cambios en los patrones de parentesco en sociedades post‐industriales. [Spanish]     

‘A great job and a family’: work narratives and the work and family interaction

This article investigated how work narratives of dual-earner families are materially and symbolically configured in discourses of reconciliation of work and home life. Following critical studies of the work–family interaction, this research takes into consideration symbolic and social structures and tries to look into the interrelation of factors such as job resources, job satisfaction, levels of autonomy with the self-esteem and sense of ‘self’ which parents derive from their paid work. Hochschild's concept of ‘emotional culture’ is used to explore how parents' experience of work is intertwined to their occupational groups and how it is associated with different narratives of work–family interaction. This study is conducted through qualitative methods, using in-depth semi-structured interviews on a sample of 27 dual-earner families. The data collected are composed of in-depth accounts that are then examined through the method of narrative analysis. The data indicate that, for divergent occupational levels, work generates different material and symbolic resources, which account for divergent narratives of work and home. The sociological analysis of occupational levels with the associated emotional culture of work and family then provides an exploratory model for understanding the links between social class and work–family interaction.     

Negotiating Illness in Medical Interactions: Narrative Styles of two Children with Leukaemia

The illness narratives presented in this paper were video‐recorded as part of child patient–staff interaction, during more than a year of ethnographic fieldwork at a paediatric oncology centre. The two children tended to ‘do illness’ differently, producing different types of narrative accounts. One of them presented accounts that invoked ‘fight’ metaphors, whereas the other one invoked patient identities. Also, the medical staff deployed different interactional strategies with different children in response to their narrative constructions of themselves and their leukaemia.