It is well-known that the emotional response upon receiving feedback can impact how learners incorporate the comments received into their future learning. It is therefore essential that assessors consider the emotional impact of the feedback they provide. One aspect that may influence how the feedback is received is the style and tone of the…

The article deals with the analysis of the addressee's factor foregrounding in the limerick discourse. The study demonstrates that the limerick discourse is characterised by an addresser-writer's and an addressee-reader/listener's reciprocality via idiosyncratic protagonists portrayed by an addresser-writer. A limerick presents a laconic…

This commentary contextualises Bakhtin's ideas on language in education, with a special emphasis on his construct of dialogism, by producing and examining excerpts from two of his major works. These excerpts familiarise the reader with Bakhtin's four fundamental constructs: "utterance," "dialogism," "heteroglossia,"…

This selective review of literature presents research and theory in support of the proposition that language is an essential component of early artistic development, and is crucial to the nature and nurture of visual expression. Young children frequently accompany drawing activities with descriptive, reflective, and social conversation, verbally…

Details of conversational behavior can often not be interpreted until the social interaction, including the rights and obligations of the participants, their intent, the topic, etc., has been defined. This paper presents a model of conversation in which the conversational image a person presents in a given conversational situation is a function of…

This study explores the different meanings of "ahora" (now) and "ahorita" (right now) in Spanish usage by a migrant community of mushroom pickers in Mexico and the United States. Both terms are used as temporal expressions in Mexican Spanish spoken on both sides of the border. They are discourse markers. After studying groups…

This paper seeks to understand the role of culturally-specific styles of discourse in the classroom. The paper uses and expands upon three categories of classroom language use (control, curriculum, and critique) to present data on how a Puerto Rican American teacher uses repetition and discourse styles that have African and African American…