Discourse analysis, learning, and social practice: A methodological study

Review of Research in Education

Volumn 23, Issue , 1998, Pages 119-169

  Gee, James Paul ^a   Green, Judith L ^b  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039065314     PISSN: 0091732X     EISSN: None     Source Type: Journal    
DOI: 10.3102/0091732x023001119     Document Type: Article

References (170)

1. Baker, C. (1997). Transcription and representation in literacy research. In J. Flood, S. B. Heath, & D. Lapp (Eds.), Research on teaching literacy through the communicative and visual arts. New York: Macmillan.
2. Baker, C., & Luke, A. (Eds.). (1991). Toward a critical sociology of reading pedagogy. Amsterdam: John Benjamins.
3. Bakhtin, M. (1981). The dialogic imagination. Austin: University of Texas Press. (Original work published 1935)
4. Bakhtin, M. (1986). Speech genres and other late essays. Austin: University of Texas Press.
5. Barsalou, L. W. (1991). Deriving categories to achieve goals. In G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 27, pp. 1-64). New York: Academic Press.
6. Barsalou, L. W. (1992). Cognitive psychology: An overview for cognitive scientists. Hillsdale, NJ: Erlbaum.
7. Bauman, R. (1986). Story, performance, and event: Contextual studies of oral narrative. Cambridge, England: Cambridge University Press.
8. Bazerman, C. (1989). Shaping written knowledge. Madison: University of Wisconsin Press.
9. Billig, M. (1987). Arguing and thinking: A rhetorical approach to social psychology. Cambridge, England: Cambridge University Press.
10. Birdwhistell, R. (1977). Some discussion of ethnography, theory, and method. In J. Brockman (Ed.), About Bateson: Essays on Gregory Bateson (pp. 103-144). New York: Dutton.
11. Bleicher, R. (1994). High school students presenting science: An interactional sociolinguistic analysis. Journal of Research in Science Teaching, 31, 697-719.
12. Blom, J. P., & Gumperz, J. J. (1972). Social meaning in linguistic structures: Code switching in Norway. In J. Gumperz & D. Hymes (Eds.), Directions in sociolinguistics. New York: Holt, Rinehart & Winston.
13. Bloome, D. (Ed.). (1987). Literacy and schooling. Norwood, NJ: Ablex.
14. Bloome, D., & Bailey, F. (1991). Educational contexts of literacy. Annual Review of Applied Linguistics, 12, 49-70.
15. Bloome, D., & Egan-Robertson, A. (1993). The social construction of intertextuality in classroom reading and writing lessons. Reading Research Quarterly, 28, 304-333.
16. Bloome, D., & Green, J. L. (1984). Directions in sociolinguistic study of reading. In P. D. Pearson, M. Kamil, R. Barr, & P. Mosenthal (Eds.), Handbook on research on reading. New York: Longman.
17. Briggs, C. (1986). Learning how to ask: A sociolinguistic appraisal of the role of the interview in social science research. Cambridge, England: Cambridge University Press.
18. Carbaugh, D. (1996). Situating selves: The communication of social identities in American scenes. Albany: State University of New York Press.
19. Carlsen, W. S. (1992). Closing down the conversation: Discouraging student talk on unfamiliar science content. Journal of Classroom Interaction, 27(2), 15-21.
20. Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.
21. Cazden, C. (1986). Classroom discourse. In M. Wittrock (Ed.), The handbook for research on teaching (pp. 432-463). New York: Macmillan.
22. Cazden, C. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
23. Christie, F. (1995). Pedagogic discourse in the primary school. Linguistics and Education, 7, 221-242.
24. Clark, A. (1993). Associative engines: Connectionism, concepts, and representational change. Cambridge, England: Cambridge University Press.
25. Clark, A. (1997). Being there: Putting brain, body, and world together again. Cambridge, MA: MIT Press.
26. Clark, H. H. (1996). Using language. Cambridge, England: Cambridge University Press.
27. Cochran, J. (1997). What's "common" in a common curriculum: How course structure shapes disciplinary knowledge. Journal of Classroom Interaction, 32(2).
28. Cole, M. (1996). Culture in mind. Cambridge, MA: Harvard University Press.
29. Collins, J. (1987). Using cohesion analysis to understand access to knowledge. In D. Bloome (Ed.), Literacy and schooling (pp. 70-98). Norwood, NJ: Ablex.
30. Cook-Gumperz, J. (Ed.). (1986). The social construction of literacy. New York: Cambridge University Press.
31. Crawford, T., Chen, C., & Kelly, G. J. (1997). Creating authentic opportunities for presenting science: The influence of audience on student talk. Journal of Classroom Interaction, 32(2), 1-13.
32. D'Andrade, R., & Strauss, C. (Eds.). (1992). Human motives and cultural models. Cambridge, England: Cambridge University Press.
33. Del Rio, P., & Alvarez, A. (1995). Directivity: The cultural and educational construction of morality and agency. Some questions arising from the legacy of Vygotsky. Anthropology and Education Quarterly, 26, 384-409.
34. Duran, R. (Ed.). (1995). Literacy among Latinos: Focus on school contexts [Special issue]. Discourse Processes, 19(1).
35. Duranti, A., & Goodwin, C. (Eds.). (1992). Rethinking context: Language as an interactive phenomenon. Cambridge, England: Cambridge University Press.
36. Edwards, D., & Potter, J. (1992). Discursive psychology. London: Sage.
37. Edwards, V., & Furlong, A. (1978). The language of the classroom: Meaning in classroom interaction. London: Heinemann.
38. Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. New York: Falmer.
39. Erickson, F. (1979). On standards of descriptive validity in studies of classroom activity (Occasional Paper #16). East Lansing, MI: Institute for Research on Teaching.
40. Erickson, F. (1982). Taught cognitive learning in its immediate environment: A neglected topic in the anthropology of education. Anthropology and Education Quarterly, 13(2), 149-179.
41. Erickson, F. (1986). Qualitative research. In M. Wittrock (Ed.), The handbook for research on teaching (pp. 119-161). New York: Macmillan.
42. Erickson, F., & Shultz, J. (1981). When is a context? Some issues and methods in the analysis of social competence. In J. Green & C. Wallat (Ed.), Ethnogaphy and language in educational settings (pp. 147-160). Norwood, NJ: Ablex.
43. Ervin-Tripp, S. (1972). On sociolinguistic rules: Alternation and co-occurrence. In J. Gumperz & D. Hymes (Eds.), Directions in sociolinguistics: The ethnography of communication. New York: Holt, Rinehart & Winston.
44. Evertson, C., & Green, J. L. (1986). Observation as inquiry and method. In M. Wittrock (Ed.), The third handbook for research on teaching (pp. 162-213). New York: Macmillan.
45. Fairclough, N. (1989). Language and power. London: Longman.
46. Fairclough, N. (1992). Discourse and social change. Cambridge, England: Polity Press.
47. Fairclough, N. (1993). Critical discourse analysis and the marketization of public discourse: The universities. Discourse and Society, 4, 122-169.
48. Fairclough, N. (1995). Critical discourse analysis. London: Longman.
49. Fernie, D., Davies, B., Kantor, R., & McMurray, P. (1993). Becoming a person in the pre-school: Creating integrated gender, school culture, and peer culture positionings. Qualitative Studies in Education, 6, 95-110.
50. Floriani, A. (1993). Negotiating what counts: Roles and relationships, texts and contexts, content and meaning. Linguistics and Education, 5, 241-274.
51. Frake, C. O. (1977). Plying frames can be dangerous: Some reflections on methodology in cognitive anthropology. Quarterly Newsletter of the Institute for Comparative Human Development, 3, 1-7.
52. Garfinkel, H., Lynch, M., & Livingston, E. (1981). The work of discovering science construed with materials from the optically discovered pulsar. Philosophy of the Social Sciences, 11, 131-158.
53. Gaskin, S., Miller, P. J., & Corsaro, W. A. (1993). Theoretical and methodological perspectives in the interpretive study of children. In W. A. Corsaro & P. J. Miller (Eds.), Interpretive approaches to children's socialization. San Francisco: Jossey-Bass.
54. Gee, J. P. (1992). The social mind: Language, ideology, and social practice. New York: Bergin & Garvey.
55. Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.
56. Gee, J. P., Hull, G., & Lankshear, C. (1996). The new work order: Behind the language of the new capitalism. Boulder, CO: Westview.
57. Gee, J. P., Michaels, S., O'Connor, C. (1992). Discourse analysis. In M. D. LeCompte, W. Millroy, & J. Preissle (Eds.), Handbook of qualitative research in education (pp. 227-291). New York: Academic Press.
58. Geertz, C. (1983). Local knowledge. New York: Basic Books.
59. Giddens, A. (1990). Central problems in social theory: Action, structure and contradiction in social analysis. Los Angeles: University of California Press.
60. Gilmore, P., & Glatthorn, A. (1982). Children in and out of school. Washington, DC: Center for Applied Linguistics/Ablex.
61. Goffman, I. (1981). Forms of talk. Philadelphia: University of Pennsylvania Press.
62. Golden, J. (1990). Constructing a text: Narrative symbol in childhood literature. Berlin: Aldine de Gruyter.
63. Goodwin, C. (1981). Conversational organization: Interaction between speakers and hearers. New York: Academic Press.
64. Goodwin, C., & Heritage, J. (1990). Conversation analysis. Annual Review of Anthropology, 19, 283-307.
65. Goodwin, M. H. (1990). He-said-she-said: Talk as social organization among Black children. Bloomington: Indiana University Press.
66. Green, J. (1983). Teaching as a linguistic process: A state of the art. In E. Gordon (Ed.), Review of research in education (Vol. 10, pp. 151-252). Washington, DC: American Educational Research Association.
67. Green, J., & Bloome, D. (1997). Ethnography and ethnographers of and in education: A situated perspective. In J. Flood, S. Brice Heath, & D. Lapp (Eds.), Research on teaching literacy through the communicative and visual arts (pp. 181-202). New York: Macmillan.
68. Green, J., & Bloome, D. (1983). Ethnography and reading: Issues, approaches, criteria and findings. In Thirty-second yearbook of the National Reading Conference (pp. 6-30). Rochester, NY: National Reading Conference.
69. Green, J., & Dixon, C. (1993). Talking knowledge into being: Discursive practices in classrooms. Linguistics and Education, 5, 231-239.
70. Green, J., Franquiz, M., & Dixon, C. (1997). The myth of the objective transcript. TESOL Quarterly, 31, 172-176.
71. Green, J., & Harker, C. (Eds.). (1988). Multiple perspective analyses of classroom discourse. Norwood, NJ: Ablex.
72. Green, J. L., & Harker, J. O. (1992). Gaining access to learning: Controversial, social, and cognitive demands of instructional conversation. In L. C. Wilkinson (Ed.), Communicating in the classroom (pp. 183-222). New York: Academic Press.
73. Green, J., & Wallat, C. (1981). Mapping instructional conversations: A sociolinguistic ethnography. In J. Green & C. Wallat (Eds.), Ethnography and language in educational settings (pp. 161-205). Norwood, NJ: Ablex.
74. Gumperz, J. J. (1982a). Discourse strategies. Cambridge, England: Cambridge University Press.
75. Gumperz, J. J. (Ed.). (1982b). Language and social identity. Cambridge, England: Cambridge University Press.
76. Gumperz, J. (1986). Interactional sociolinguistics. In J. Cook-Gumperz (Ed.), The social construction of literacy (pp. 45-68). New York: Cambridge University Press.
77. Gumperz, J. J. (1992). Contextualization and understanding. In A. Duranti & C. Goodwin (Eds.), Rethinking context: Language as an interactive phenomenon (pp. 229-252). Cambridge, England: Cambridge University Press.
78. Gumperz, J. J., & Levinson, S. C. (Eds.). (1996). Rethinking linguistic relativity. Cambridge, England: Cambridge University Press.
79. Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. London: Longman.
80. Hanks, W. F. (1990). Referential practice: Language and lived space among the Maya. Chicago: University of Chicago Press.
81. Hanks, W. F. (1995). Language and communicative practices. Bolder, CO: Westview Press.
82. Harkness, S., Super, C. M., & Keefer, C. H. (1992). Learning how to be an American parent: How cultural models gain directive force. In R. D'Andrade & C. Strauss (Eds.), Human motives and cultural models (pp. 163-178). Cambridge, England: Cambridge University Press,
83. Harre, R., & Gillett, G. (1994). The discursive mind. Thousand Oaks, CA: Sage.
84. Heap, J. (1980). What counts as reading. Limits to certainty in assessment. Curriculum Inquiry, 10, 265-292.
85. Heap, J. (1991). A situated perspective on what counts as reading. In C. Baker & A. Luke (Eds.), Toward a critical sociology of reading pedagogy. Philadelphia: John Benjamins.
86. Heath, S. (1982). Ethnography in education: Defining the essential. In P. Gilmore & A. Glatthorn (Eds.), Children in and out of school (pp. 33-58). Washington, DC: Center for Applied Linguistics.
87. Heritage, J. (1984). Garfinkel and ethnomethodology. Oxford, England: Basil Blackwell.
88. Hicks, D. (1995). Discourse, learning, and teaching. In M. W. Apple (Ed.), Review of research in education (Vol. 21, pp. 49-95). Washington, DC: American Educational Research Association.
89. Hofstadter, D. R. (1997). Le ton beau de Marot: In praise of the music of language. New York: Basic Books.
90. Holland, D., & Quinn, N. (Eds.). (1987). Cultural models in language and thought. Cambridge, England: Cambridge University Press.
91. Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
92. Hymes, D. (1974). Foundations of sociolinguistics. Philadelphia: University of Pennsylvania Press.
93. Hymes, D. (1996). Ethnography, linguistics, narrative inequality: Towards an understanding of voice. London: Taylor & Francis.
94. Hymes, D. (1977). Critique. Anthropology & Education Quarterly, 8, 91-93.
95. Ivanic, R. (1994). I is for interpersonal: Discoursal construction of writer identities and the teaching of writing. Linguistics and Education, 6(1), 3-15.
96. John-Steiner, V., Panofsky, C. P., & Smith, L. W. (Eds.). (1994). Sociocultural approaches to language and literacy: An interactionist perspective. Cambridge, England: Cambridge University Press.
97. Kantor, R., Green, J., Bradley, M., & Lin, L. (1992). The construction of schooled repertoire: An interactional sociocultural perspective. Linguistics and Education, 4, 131-172.
98. Kantor, R., Miller, S., & Fernie, D. (1992). Diverse paths to literacy in a preschool classroom: A sociocultural perspective. Reading Research Quarterly, 27, 185-201.
99. Kelly, G. J., & Crawford, T. (1997). An ethnographic investigation of the discourse processes of school science. Science Education, 81, 533-559.
100. Kelly, G. J., & Green, J. (1997). What counts as science in high school and college classrooms? Examining how teachers' knowledge and classroom discourse influence opportunities for learning science. Journal of Classroom Interaction, 32(2), 1-3.
101. Knorr Cetina, K. (1992). The couch, the cathedral, and the laboratory: On the relationship between experiment and laboratory in science. In A. Pickering (Ed.), Science as practice and culture (pp. 113-137) Chicago: University of Chicago Press.
102. Kress, G. (1996). Before writing: Rethinking paths into literacy. London: Routledge.
103. Kress, G., & van Leeuwen, T. (1996). Reading images: The grammar of visual design. London: Routledge.
104. Labov, W. (1969). The logical of non-standard English (Georgetown Monographs on Language and Linguistics). Washington, DC: Georgetown University Press.
105. Latour, B. (1991). We have never been modern. Cambridge, MA: Harvard University Press.
106. Latour, B., & Woolgar, S. (1986). Laboratory life: The construction of scientific facts. Princeton, NJ: Princeton University Press.
107. Lave, J. (1988). Cognition in practice. Cambridge, England: Cambridge University Press.
108. Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3, 149-164.
109. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
110. Lee, D. (1992). Competing discourses: Perspective and ideology in language. London: Longman.
111. Lemke, J. L. (1990). Talking science. Norwood, NJ: Ablex.
112. Leont'ev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice Hall.
113. Leont'ev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 37-71). Armonk, NY: M. E. Sharpe.
114. Levinson, S. (1983). Pragmatics. Cambridge, England: Cambridge University Press.
115. Levinson, S. (1996). Relativity in spatial conception and description. In J. J. Gumperz & S. C. Levinson (Eds.), Rethinking linguistic relativity (pp. 177-202). Cambridge, England: Cambridge University Press.
116. Lin, L. (1993). Language of and in the classroom: Constructing the patterns of social life. Linguistics and Education, 5, 2367-2410.
117. Luke, A. (1995). Text and discourse in education: An introduction to critical discourse analysis. In M. W. Apple (Ed.), Review of research in education (Vol. 21, pp. 3-48). Washington, DC: American Educational Research Association.
118. Lynch, M. (1993). Scientific practice and ordinary action: Ethnomethodology and social studies of science. Cambridge, England: Cambridge University Press.
119. McDermott, R. P. (1976). Kids made sense: An ethnographic account of the interactional management of success and failure in one first-grade classroom. Unpublished doctoral dissertation, Stanford University.
120. Mehan, H. (1978). Structuring school structure. Harvard Educational Review, 1, 32-64.
121. Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.
122. Mishler, E. G. (1986). Research interviewing: Context and narrative. Cambridge, MA: Harvard University Press.
123. Mishler, E. G. (1990). Validation in inquiry-guided research: The role of exemplars in narrative studies. Harvard Educational Review, 60, 415-442.
124. Mitchell, C. J. (1984). Typicality and the case study. In R. F. Ellens (Ed.), Ethnographic research: A guide to general conduct (pp. 238-241). New York: Academic Press.
125. Moje, E. (1997). Exploring discourse, subjectivity, and knowledge in chemistry class. Journal of Classroom Interaction, 1, 35-44.
126. Myers, G. (1992). Writing biology: Texts in the social construction of scientific knowledge. Madison: University of Wisconsin Press.
127. Ochs, E. (1979). Transcription as theory. In E. Ochs & B. Schieffelin (Eds.), Developmental pragmatics. New York: Academic Press.
128. Ochs, E. (1983). From feelings to grammar: A Samoa case study. In B. Schieffelin & E. Ochs (Eds.), Language socialization across cultures. Cambridge, England: Cambridge University Press.
129. Ochs, E. (1996). Linguistic resources for socializing humanity. In J. J. Gumperz & S. C. Levinson (Eds.), Rethinking linguistic relativity (pp. 407-437). Cambridge, England: Cambridge University Press.
130. Palmer, G. B. (1996). Toward a theory of cultural linguistics. Austin: University of Texas Press.
131. Philips, S. U. (1972). Participant structures and communicative competence: Warm Springs children in community and classroom. In C. Cazden, V. John, & D. Hymes (Eds.), Functions of language in the classroom. New York: Teachers College Press.
132. Philips, S. U. (1974). The invisible culture. New York: Teachers College Press.
133. Pickering, A. (1995). The mangle of practice: Time, agency, and science. Chicago: University of Chicago Press.
134. Psathas, G. (1995). Conversation analysis. Thousand Oaks, CA: Sage.
135. Rieber, R. W., & Carton, A. S. (1987). The collected works of L. S. Vygotsky: Vol. 1. Problems of general psychology. New York: Plenum.
136. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
137. Rogoff, B., & Lave, J. (Eds.). (1984). Everyday cognition: Its development in social context. Cambridge, MA: Harvard University Press.
138. Rosebery, A. S., Puttick, G. M., & Bodwell, M. B. (1996). "How much light does a plant need?": Questions, data, and theories in a second grade classroom. Portsmouth, NH: Heinemann.
139. Santa Barbara Classroom Discourse Group. (1992). Constructing literacy in classrooms: Literate action as social accomplishment. In H. Marshall (Ed.), Redefining student learning: Roots of educational change (pp. 119-150). Norwood, NJ: Ablex.
140. Scollon, R., & Scollon. S. B. K. (1981). Narrative, literacy, and face in interethnic communication. Norwood, NJ: Ablex.
141. Searle, J. (1969). Speech acts: An essay in the philosophy of language. Cambridge, England: Cambridge University Press.
142. Shapin, S., & Schaffer, S. (1985). Leviathan and the air-pump: Hobbes, Boyle and the experimental life. Princeton, NJ: Princeton University Press.
143. Shore, B. (1996). Culture in mind: Cognition, culture, and the problem of meaning. New York: Oxford University Press.
144. Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. Oxford, England: Oxford University Press.
145. Souza Lima, E. (1995). Culture revisited: Vygotsky's ideas in Brazil. Anthropology and Education Quarterly, 26, 443-457.
146. Sperber, D., & Wilson, D. (1986). Relevance: Communication and cognition. Oxford, England: Blackwell.
147. Spindler, G., & Spindler, L. (Eds.). (1987). Interpretive ethnography of education: At home and abroad. Hillsdale, NJ: Erlbaum.
148. Spradley, J. (1980). Participant observation. New York: Holt, Rinehart & Winston.
149. Strauss, C. (1992). What makes Tony run? Schemas as motives reconsidered. In R. D'Andrade & C. Strauss (Eds.), Human motives and cultural models (pp. 197-224). Cambridge, England: Cambridge University Press.
150. Strike, K. (1974). On the expressive potential of behaviorist language. American Educational Research Journal, 11, 103-120.
151. Stubbs, M. (1983). Discourse analysis: The sociolinguistic analysis of natural language. Chicago: University of Chicago Press.
152. Toolan, M. (1996). Total speech: An integrational linguistic approach to language. Durham, NC: Duke University Press.
153. Toulmin, S. (1970). Does the distinction between normal and revolutionary science hold water? In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 39-47). Cambridge, England: Cambridge University Press.
154. Toulmin, S. (1972). Human understanding: Vol. 1. The collective use and evolution of concepts. Princeton, NJ: Princeton University Press.
155. Tuyay, S., Floriani, A., Yeager, B., Dixon, C., & Green, J. (1995). Constructing an integrated, inquiry-oriented approach in classrooms: A cross case analysis of social, literate and academic practices. Journal of Classroom Interactions, 30(4), 1-15.
156. Tuyay, S., Jennings, L., & Dixon, C. (1995). Classroom discourse and opportunities to learn: An ethnographic study of knowledge construction in a bilingual third-grade classroom. Discourse Processes, 10, 75-100.
157. Ungerer, F., & Schmid, H. J. (1996). An introduction to cognitive linguistics. London: Longman.
158. van Dijk, T. (1972). Some aspects of text grammars. The Hague: Mouton,
159. van Dijk, T. (1977). Text and context. London: Longman.
160. van Dijk, T. (Ed.). (1985). Handbook of discourse analysis: Vol. 1. Disciplines of discourse. New York: Academic Press.
161. van Dijk, T. (1993). Principles of critical discourse analysis. Discourse and Society, 4, 249-283.
162. Volosinov, V. (1973). Marxism and the philosophy of language. New York: Seminar.
163. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
164. Wertsch, J. V. (Ed.). (1981). The concept of activity in Soviet psychology. Armonk, NY: M. E. Sharpe.
165. Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
166. Whiting, J., & Whiting, B. (1959). Contributions of anthropology to methods of studying child rearing. In P. Mussen (Ed.), Handbook of research methods in child development. New York: Wiley.
167. Wieder, D. L., & Pratt, S. (1990). On being a recognizable Indian among Indians. In D. Carbaugh (Ed.), Cultural communication and intercultural contact (pp. 45-64). Hillsdale, NJ: Erlbaum.
168. Wilkinson, L. C. (Ed.). (1992). Communicating in the classroom. New York: Academic Press.
169. Wittgenstein, K. (1953). Philosophical investigations. New York: Macmillan.
170. Wootton, A. (1989). Remarks on the methodology of conversation analysis. In D. Roger & P. Bull (Eds.), Conversation: An interdisciplinary perspective (pp. 238-258). Clevedon, England: Multilingual Matters.