Gray, Robert James2023-06-052023-06-052022-01-01Gray, R. J. (2022). Genre practices, multimodality and student identities. Genre Practices, Multimodality and Student Identities, 1-229. doi:10.1007/978-3-030-97933-197830309793319783030979324https://hdl.handle.net/11729/5565http://dx.doi.org/10.1007/978-3-030-97933-1xxiii, 229 leavesThis book offers a novel framework for describing and understanding student identity via the central concept of "genre practices", developed through an empirical focus on multimodality within the genre of English as a medium of instruction (EMI) undergraduate presentations. The author draws on interviews with undergraduate psychology students and recordings of their presentations to argue that by engaging in the multimodal practices of classroom presentations, presenters (re)produce both the genre and their identities as students. The resulting theory of student identity is widely applicable to tertiary settings, and the methodology described is applicable to the study of practices and identity in a range of other classroom genres. The book will therefore be of interest not only to researchers in EMI and TESOL settings, but also any tertiary-level educational practitioners whose courses include presentations.IntroductionWhy Classroom Presentations?Defning PresentationsKey TermsSocial PracticesTe Teoretical FrameworkChapter SummariesReferencesThe Research SettingIntroductionTe National ContextEducation in TurkeyRecent Developments in Turkish Educational PolicyLanguage Policy and EMI UniversitiesLanguage and Epistemic Identities in EMI EducationTe Institutional Context: Yeşil UniversityOverview of the UniversityStructure of the English Programme at Yeşil UniversityTe Class ContextTe ClassroomContentsTe English for Psychology CourseParticipantsDiscussionReferencesThe Classroom Presentation GenreGenre Analysis: BackgroundOrganisation of the Classroom Presentation GenreMultimodality: BackgroundPatterns of Multimodality in the Classroom PresentationsSimilarities in Multimodal CommunicationVariation in Multimodal Communication Between Diferent SectionsContribution of Multimodal Modes to Realizing Rhetorical Moves in the PresentationsEnhancing the Efectiveness of SpeechReducing the Efectiveness of SpeechCompensating for Inefective SpeechSubstituting for Missing SpeechDiscussionReferencesA Framework for Analysing Student IdentityStudent Identity: BackgroundStudent Identity: A FrameworkDefnining (Core) Aspects of Student IdentityLanguage and Epistemic IdentityLanguage and Institutional IdentityLanguage and Peer IdentityEpistemic and Institutional IdentityEpistemic and Peer IdentityInstitutional and Peer IdentityNon-defning (Contextual) Aspects of Student IdentityPersonal IdentityNetwork IdentityGeneral IdentityContentsCore and Contextual IdentityContextual infuences on Language identityContextual Infuences on Epistemic IdentityContextual Infuences on Institutional IdentityContextual Infuences on Peer IdentityDiscussionReferencesStudent Identity: Presentations and IntersectionsIntroductionIdentity Talk About Classroom PresentationsLanguage Identity in Talk About PresentationsEpistemic Identity in Talk About PresentationsInstitutional Identity in Talk About PresentationsPeer Identity in Talk About PresentationsPeripheral Identity in Talk About PresentationsIntersecting Identities in Student NarrativesÖzlemMügeSerhatBurakDiscussionReferencesCore Student Identity in Classroom PresentationsIntroductionLanguage IdentityLanguage Identity in SpeechLanguage Identity in WritingLanguage Identity in Nonverbal Embodied ModesEpistemic IdentityEpistemic Identity in SpeechEpistemic Identity in WritingEpistemic Identity in ImageEpistemic Identity in Nonverbal Embodied ModesContentsInstitutional IdentityInstitutional Identity in SpeechInstitutional Identity in Writing and ImageInstitutional Identity in Nonverbal Embodied ModesPeer IdentityPeer Identity in SpeechPeer Identity in Writing and ImagePeer Identity in Nonverbal Embodied ModesDiscussionReferencesIdentity Alignment in Classroom PresentationsIntroductionCommentary 1: BurakCommentary 2: BilalCommentary 3: SerhatCommentary 4a: ÖzlemCommentary 4b: ÖzlemDiscussionReferencesDiscussion and ConclusionIntroductionImplications for PedagogyPedagogical Framings for Classroom PresentationsEMI, Presentations and Student IdentityRecommendations for Improving SpeakingRecommendations for Improving Classroom PresentationsIntegrating Genre and Identity in the Teaching of PresentationsResearch Limitations and Recommendationseninfo:eu-repo/semantics/closedAccessAssessmentClassroom genresEnglish as a medium of instruction (EMI)English for academic purposes (EAP)Social categoriesSpoken languageStudent presentationsTeaching English to speakers of other languages (TESOL)Undergraduate studentsBook2-s2.0-8516011692410.1007/978-3-030-97933-1N/A