'Teaching' and 'Learning' (Im)politeness
- Submitting institution
-
School of Oriental and African Studies
- Unit of assessment
- 26 - Modern Languages and Linguistics
- Output identifier
- 19897
- Type
- B - Edited book
- DOI
-
10.1515/9781501501654
- Publisher
- Mouton de Gruyter
- ISBN
- 9781501508424
- Open access status
- Out of scope for open access requirements
- Month of publication
- October
- Year of publication
- 2015
- URL
-
-
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
-
1
- Research group(s)
-
-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- The volume is the outcome of a SOAS conference organized by Pizziconi in July 2013 (with 50 presenters and 80 attendees worldwide), prompted by two of her research interests: language and culture learning, and linguistic (im/)politeness. The conference and the volume address the neglect in current research on aspects of “acculturation”, “socialization”, “transmission”, “reproduction”, as well as theoretical vs. folk conceptualizations of (im)politeness in language pedagogy.
Co-editorship: Pizziconi's collaboration with Miriam Locher, the volume’s co-editor, was organized based on their shared interest and expertise in the field of linguistic im/politeness, and her particular expertise in language pedagogy and language learning (and, incidentally, Japanese language, relevant in this context as a language with a conspicuous honorific system, whose theoretical treatment occasioned well-known debates in the field of linguistic im/politeness). Pizziconi was therefore responsible for shaping the volume’s conceptualization of the two key terms (“teaching & learning”) and their multiple instantiations (as detailed above).
Pizziconi was largely responsible for outlining and drafting the introductory chapter, which illustrates the many facets of the key concepts of ‘teaching’ and ‘learning’ in diverse social contexts of use, from policies to language class syllabi, spoken and signed languages, pragmatic and metapragmatic levels.
In her Single-authored chapter Pizziconi provides a comprehensive review of (im/)politeness research in learning and teaching, before commenting on the framework widely used in and outside of Europe, including the views of users of the framework in the Japanese context thanks to her pedagogical expertise.
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -