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What does it mean when texts 'really' mean something: Types of evidence for conceptual patterns in discourse Dominik Lukeš, UEA, Centre for Applied Research in Education [email_address] www.dominiklukes.net
Outline ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Really meaning Discourse analysis vs. discourse meta-analysis ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
[object Object],[object Object]
It is our view that the status quo is not an  option . Nor do we believe further  piecemeal  changes are desirable. Too many  young people   leave education   lacking   basic  and personal  skills ; our vocational  provision  is too  fragmented ; the  burden  of  external  assessment on learners, teachers and lecturers is too great; and our  system  is not  providing  the stretch and challenge needed, particularly for  high  attainers . The results are a  low   staying-on rate  post-16;  employers having to spend large sums of money to teach the  ‘basics’ ; HE  struggling  to differentiate between  top  performers ; and  young people’s   motivation and engagement  with education  reducing  as they  move through the  system . Our report sets out a clear vision for a  unified framework  of 14-19 curriculum and qualifications. We want scholarship in subjects to be  given room  to flourish and we want   high quality   vocational   provision to be   available  from age 14. These are different, but both, in their own terms, are vital to the  future  wellbeing of  young people   and hence our country . We want to  bring back  a passion for learning, and enable all learners to  achieve  as   highly  as possible and for their  achievements  to be recognised. We must ensure rigour and that  all young people  are  equipped   with the knowledge,  skills  and attributes  needed for  HE, employment and adult life . Despite its  weaknesses , the current  system  has its  strengths . Many  elements of the reforms  we propose can already be  found in schools and colleges  around the country and we want to  build on  their  good practice . We also wish to retain the  best features  of existing qualifications and particularly the  well-established GCSE and A level route.  While they would not be  available  as separate qualifications, GCSEs and A levels and good vocational qualifications would become  ‘components’, which form the building blocks of the new  system .
Text with no hidden meanings? ,[object Object],[object Object],[object Object]
Metaphors of text and their consequences spatial relationships, non-codified hierarchies, visual arrangement, on-line processing, relationship to real world, conceptual meaning mental (discourse) space interdependencies, flat connections, non-directionality, superstructural meaning network like arrangement thematic unity, random organization, associative or collective meaning colony (Hoey) progression over time, linking with other texts, development and change, cumulative meanings oeuvre interaction with audience, turn taking, extra linguistic features, negotiated meaning dialogue single, uncomplicated meaning; hierarchical organization, tight structure, codification sentence
Discourse spaces ,[object Object]
One example of dealing with the text personal vocational burden stretch and challenge struggling motivation and engagement flourish vital to the  future  wellbeing of  young people a passion for learning enable all learners rigour evolution and not a revolution vital credibility of the current qualifications protected young people young people’s and hence our country young people HE, employment and adult life leave education basic fragmented external system reducing move through the  system unified framework given room high quality bring back equipped  with the knowledge, skills and attributes weaknesses system strengths elements found in schools and colleges build on best features well-established A level route ‘ components’, which form the building blocks of the new  system work sound evidence piloting and modeling support throughout through the period of change option skills provision providing high  attainers low  staying-on rate employers having to spend large sums of money to teach the  ‘basics’ provision to be available achieve …  highly good practice available managed stakeholders Morality, Growth Small Caps Student=adults, Citizenship Underline Physical structure Italics Market model Bold
Conceptual structures ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Textual evidence for frames ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Textual evidence for metaphor ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Textual evidence for conceptual patterns ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
It is our view that the status quo is not an  option . Nor do we believe further  piecemeal  changes are desirable. Too many  young people   leave education   lacking   basic  and personal  skills ; our vocational  provision  is too  fragmented ; the  burden  of  external  assessment on learners, teachers and lecturers is too great; and our  system  is not  providing  the stretch and challenge needed, particularly for  high  attainers . The results are a  low   staying-on rate  post-16;  employers having to spend large sums of money to teach the  ‘basics’ ; HE  struggling  to differentiate between  top  performers ; and  young people’s   motivation and engagement  with education  reducing  as they  move through the  system . Our report sets out a clear vision for a  unified framework  of 14-19 curriculum and qualifications. We want scholarship in subjects to be  given room  to flourish and we want   high quality   vocational   provision to be   available  from age 14. These are different, but both, in their own terms, are vital to the  future  wellbeing of  young people   and hence our country . We want to  bring back  a passion for learning, and enable all learners to  achieve  as   highly  as possible and for their  achievements  to be recognised. We must ensure rigour and that  all young people  are  equipped   with the knowledge,  skills  and attributes  needed for  HE, employment and adult life . Despite its  weaknesses , the current  system  has its  strengths . Many  elements of the reforms  we propose can already be  found in schools and colleges  around the country and we want to  build on  their  good practice . We also wish to retain the  best features  of existing qualifications and particularly the  well-established GCSE and A level route.  While they would not be  available  as separate qualifications, GCSEs and A levels and good vocational qualifications would become  ‘components’, which form the building blocks of the new  system .
[object Object],[object Object],[object Object],[object Object],Some examples
Building the discourse space ,[object Object]
Blending the discourse space Blended space:  Partial and individual scenario of negated frames from the SQ IS moderated by knowledge of genre and context Status quo input space: scenario:   employers spending money to teach the basics to students who didn’t learn because of poor schooling Change input space:  negating the status quo input space ,[object Object],[object Object],[object Object],[object Object],[object Object]
Some questions ,[object Object],[object Object],[object Object],[object Object],[object Object]
Tentative Conclusions ,[object Object],[object Object],[object Object],[object Object],[object Object]

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What does it mean when texts 'really' mean something: Types of evidence for conceptual patterns in discourse

  • 1. What does it mean when texts 'really' mean something: Types of evidence for conceptual patterns in discourse Dominik Lukeš, UEA, Centre for Applied Research in Education [email_address] www.dominiklukes.net
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  • 6. It is our view that the status quo is not an option . Nor do we believe further piecemeal changes are desirable. Too many young people leave education lacking basic and personal skills ; our vocational provision is too fragmented ; the burden of external assessment on learners, teachers and lecturers is too great; and our system is not providing the stretch and challenge needed, particularly for high attainers . The results are a low staying-on rate post-16; employers having to spend large sums of money to teach the ‘basics’ ; HE struggling to differentiate between top performers ; and young people’s motivation and engagement with education reducing as they move through the system . Our report sets out a clear vision for a unified framework of 14-19 curriculum and qualifications. We want scholarship in subjects to be given room to flourish and we want high quality vocational provision to be available from age 14. These are different, but both, in their own terms, are vital to the future wellbeing of young people and hence our country . We want to bring back a passion for learning, and enable all learners to achieve as highly as possible and for their achievements to be recognised. We must ensure rigour and that all young people are equipped with the knowledge, skills and attributes needed for HE, employment and adult life . Despite its weaknesses , the current system has its strengths . Many elements of the reforms we propose can already be found in schools and colleges around the country and we want to build on their good practice . We also wish to retain the best features of existing qualifications and particularly the well-established GCSE and A level route. While they would not be available as separate qualifications, GCSEs and A levels and good vocational qualifications would become ‘components’, which form the building blocks of the new system .
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  • 8. Metaphors of text and their consequences spatial relationships, non-codified hierarchies, visual arrangement, on-line processing, relationship to real world, conceptual meaning mental (discourse) space interdependencies, flat connections, non-directionality, superstructural meaning network like arrangement thematic unity, random organization, associative or collective meaning colony (Hoey) progression over time, linking with other texts, development and change, cumulative meanings oeuvre interaction with audience, turn taking, extra linguistic features, negotiated meaning dialogue single, uncomplicated meaning; hierarchical organization, tight structure, codification sentence
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  • 10. One example of dealing with the text personal vocational burden stretch and challenge struggling motivation and engagement flourish vital to the future wellbeing of young people a passion for learning enable all learners rigour evolution and not a revolution vital credibility of the current qualifications protected young people young people’s and hence our country young people HE, employment and adult life leave education basic fragmented external system reducing move through the system unified framework given room high quality bring back equipped with the knowledge, skills and attributes weaknesses system strengths elements found in schools and colleges build on best features well-established A level route ‘ components’, which form the building blocks of the new system work sound evidence piloting and modeling support throughout through the period of change option skills provision providing high attainers low staying-on rate employers having to spend large sums of money to teach the ‘basics’ provision to be available achieve … highly good practice available managed stakeholders Morality, Growth Small Caps Student=adults, Citizenship Underline Physical structure Italics Market model Bold
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  • 16. It is our view that the status quo is not an option . Nor do we believe further piecemeal changes are desirable. Too many young people leave education lacking basic and personal skills ; our vocational provision is too fragmented ; the burden of external assessment on learners, teachers and lecturers is too great; and our system is not providing the stretch and challenge needed, particularly for high attainers . The results are a low staying-on rate post-16; employers having to spend large sums of money to teach the ‘basics’ ; HE struggling to differentiate between top performers ; and young people’s motivation and engagement with education reducing as they move through the system . Our report sets out a clear vision for a unified framework of 14-19 curriculum and qualifications. We want scholarship in subjects to be given room to flourish and we want high quality vocational provision to be available from age 14. These are different, but both, in their own terms, are vital to the future wellbeing of young people and hence our country . We want to bring back a passion for learning, and enable all learners to achieve as highly as possible and for their achievements to be recognised. We must ensure rigour and that all young people are equipped with the knowledge, skills and attributes needed for HE, employment and adult life . Despite its weaknesses , the current system has its strengths . Many elements of the reforms we propose can already be found in schools and colleges around the country and we want to build on their good practice . We also wish to retain the best features of existing qualifications and particularly the well-established GCSE and A level route. While they would not be available as separate qualifications, GCSEs and A levels and good vocational qualifications would become ‘components’, which form the building blocks of the new system .
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