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125 Alima: Distinguishing Discourse Profi ciency from ‘Professional Vision’ This chapter highlights Alima, the final focal participant in the study. Among the four focal participants, Alima seemed to have the highest level of English language proficiency. Her two memorandum grades were 90 and 91, giving her the second highest grade in her section on Memo I (90th percen- tile, mean = 78.5, max = 91, min = 59, SD = 12.3, n = 14) and placing her in the 60th percentile in her section on Memo II (mean = 87.1, max = 98, min = 75, SD = 8.7, n = 14). Despite her

two patterns of interaction and gaze behavior that illustrate how the lifeguards manage multiactivity in this setting. Finally, we discuss these findings in relation to body management, gaze behavior, and Goodwin’s (1994) professional vision in the context of beach lifeguarding. 2 Literature review 2.1 What is it that is going on here? We might all have asked this common-sense question at one point upon stumbling into a room full of people. Visitors to the beach on the day we collected data may even have asked it of the lifeguards (hence critical letters to the town

. Collaborative medical work requires talk, even when it may seem unnec- essary. The short sequence of talk about the observed and by now formu- lated regress may seem superfluous; it is talk about talk. However, in Go¤man’s interactional perspective (1983), this talk may make a rela- tional di¤erence. This kind of talk may also complete the collaborative and distributed task of creating what Goodwin (1994) called ‘professional vision’ for the medical team and make it institutionally accountable. Col- lective medical action also requires professional involvement. One way of

professional vision , that is, “socially organised ways of seeing and understanding events that are answerable to the distinctive interests” of this particular social group (ibid.:606). The professional vision is accomplished through practice, and our study focuses on how this is actually performed in practice. As professional expertise is inherently interactional and accomplished and enacted through linguistic practices ( Goodwin 1994 , 1996 ; Carr 2010 ), the interns in the news-room learn, in their relationships with veterans, how to define and interpret objects in an

. Review of Educational Research , 43 (4), 469-528. Goodwin, C. (1994). Professional vision. American Anthropologist , 96(3) , 606-633. Guskey, T. R. (1986). Staff Development and the Process of Teacher Change. Educational Researcher , 15 (5), 5-12. Hughes, J. E., Kerr, S. P. & Ooms, A. (2005). Content-focused technology inquiry groups: cases of teacher learning and technology integration. Journal of Educational Computing Research , 32 (4), 367-379. Lampert, M. & Ball, D. L. (1998). Teaching, multimedia, and mathematics: Investigations of real practice . New York

    27 professional vision    29 queer studies    13, 24 science fiction    16 screen studies    16 screenplay    14 second generation American literature    21 second language acquisition    31 semiotics    12 short story    18 sonnet    23 space    23 Spanish influence on English    8 stylistics    5 subversiveness    27 teacher    31 teacher education    27, 29 teaching approach    31 teaching culture    29 teaching English as a foreign language    27, 33, 36 teaching literature    29 teaching method    31 testing    33 text linguistics    5 time    12 transgression

. Psychological Science and Education, 19(3), 41-57. Mâţă, L., Cmeciu, D., & Ghiaţău, R. (2013). A reference framework of pedagogical competences of language teachers in the initial training programmes. Procedia Social and Behavioral Sciences, 93, 648 - 653. Mâţă, L. (2014). Pedagogical Competencies for Mother-Tongue Teacher Education. Educational Sciences: Theory & Practice, 14(1), 1-12. Meschede, N., Fiebranz, A., Moller, K., & Steffensky, M. (2017). Teachers' professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre

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Mediating Factors 122 Chapter Summary 124 vi Connect ing Language and Disc iplinary Knowledge in English for Specif ic Purposes 7 Alima: Distinguishing Discourse Proficiency from ‘Professional Vision’ 125 Professional, Academic and Language Learning Background 126 Professional Vision and Legal Writing 127 Initial Struggles with Professional Vision 128 ‘I Don’t Know What They Want from Me’: Uncertainty and Coping Strategies 135 Reliance on Scaffolding and Difficulty with Transfer 145 ‘Thinking Like a (US) Lawyer’? Discourse Competence and Professional Vision 154

Research Journal , Vol. 37, no. 5, pp. 813-828. Goodwin, C 1994, ‘Professional vision’, American Anthropologist , Vol. 96, no. 3, pp. 606-633 Harington, PRJ & Beddoe, L 2014, ‘Civic practice: A new professional paradigm for social work’, Journal of Social Work , Vol. 4, no. 2, pp. 147-164 Hutchins, E 1995, Cognition in the Wild . Cambridge, Mass.: MIT Press. Höghielm, R 2005, ’Yrkesbaserat lärande: erfarenheter från PEOPLE delprojekt i Söderhamn 2002 till 2005’, Söderhamn: Centrum för flexibelt lärande. Keller, C & Keller, JD 1993, ’Thinking and acting with iron’ in

Ashmore et al. 2004). Modeled on Good- win’s (1994) closely related notion of professional vision, the concept of professional hearing calls attention to the ways in which institutions 1860–7330/09/0029–0503 Text & Talk 29–5 (2009), pp. 503–523 Online 1860–7349 DOI 10.1515/TEXT.2009.027 6 Walter de Gruyter foster distinctive ways of making sense of language. Like the archaeolog- ical practices that Goodwin documents to illustrate professional vision, professional hearing is part of what it means to participate in the activ- ities of an institution; linguistics, for