Language, Health and Aging
Spring
2006 T 5.30-8.20 Fretwell 202 & CENTRA Boyd Davis, boydhdavis@yahoo.com
http://www.english.uncc.edu/bdavis GRNT 4050/5050 ENGL 4050/5050
Campus
Office 3-5 T and by appointment Online Chat +/- audio by appointment
Texts
Pecchioni, L., K. Wright & J. Nussbaum. 2005. Life-span communication.
LEA
Articles and chapters are accessible online, in the library, or through
URLs
Book chapters are on library electronic reserve; journals are available
online (Novell)
Microphone/earphone set (get USB if using a Lab for access) for CENTRA
Nicenet membership: http://www.nicenet.org I will give you the KEY in class
Library class page http://library.uncc.edu/classes/name.php?l=Davis&f=Boyd&dept=library
Goals Crosslisted as linguistics and
gerontology, our class supports these goals: Define & understand
interactions among language, health and aging across the
lifespan; absorb international and
transcultural perspectives on aging; explore and develop
technology applications; apply major
models for conversation, discourse and narrative analysis;
identify socio-cultural aspects of
cognitive/language development; explore ways to
communicate across cognitive impairments;
tailor individual project (including practicum-type
experiences) to personal objectives/interests.
Grades are based on:
10 Conversation/frame analysis of NSV and
Alz-corpus narratives JAN group
10 Compare Narrative analysis frameworks using NSVor Alz narratives (Spr06) FEB
indiv
20 Creating a Photonovella Storyboard on some aspect of language
interaction and aging or
language
interactions and health as PowerPoint (see SJSU pdf) FEB group
15 Cross-cultural:
Email/Chat Interaction with NKNU Grad Students in Network-based
Learning
course, on creating intergenerational
lessons in any content area for any
learner
level, at any educational level, using Project MORE resources including Narratives,
and rate
useability of site resources MAR group lesson, indiv rating
20 Individual
course project
This
can include a fully-developed photonovela or intergenerational lesson, or
may be something else
entirely, tailored to individual interest and approved topic
25 Weekly Nicenet postings 1 posting about
1st assigned reading, in response to question & 1
response to a classmate; Grad students will in addition
post response to 2nd assigned reading
Policies
IRB Human Subjects
Tutorial http://www.research.uncc.edu/tutorial/index3.cfm Either
furnish
written evidence of having taken this or go online and take this by Week 3
(we work
with some confidential and restricted material)
Multiculturalism We rejoice in variety and
diversity
Plagiarism. You are a professional. If you are concerned about how to
research, create
group
reports, credit sources, annotate, observe copyright, and the like: please ask
me to help.
Absence policy, or, What absences will do to
you. Each of our class meetings, whether
face-to-face
or on CENTRA, is the equivalent of a week’s daytime meetings. One absence
from a
night class is the equivalent of 3 daytime absences. More than that single
absence,
unexcused,
from face-to-face meetings will result in the loss of 3 points per absence from
your
final grade. We will rotate speakers on CENTRA nights, and your full
participation is expected.
CENTRA policy: do at least one tutorial; join
us for at least one practice session.
You’ll be
mailed your logon. All CENTRA classes
will be archived and saved for you to download.
Go
to http://elearning.uncc.edu/Centra/
first, and browse links and tutorials, and then
try http://centraone.uncc.edu/main/Tutorial/en/US/index.html
for extra tutorials;
When-technology-fails
policy: Chocolate
helps. Email to tell me what is happening.
Crucial policy: You may not fall behind on your
Nicenet postings and
you may not
default on your Chinese partners. Both
hurt others.
Elsewhere, should something arise,
negotiation is possible.
Quoting Yoda, from the old classic Star Wars: Do, or Do Not. There is no
Try.
Calendar
Note:
Last 2 Tuesdays of each month are on CENTRA
You will need microphone/earphones (USB is
easiest to use in labs)
|
Date |
Topic |
What’s due |
Nicenet : ALL post discussions of 1st;
Grads add 2nd |
|
J9 |
Overview;
training CENTRA/tutorials |
(CHAPTER 1 Lifespan perspective In the
computer lab: we will sign on to CENTRA, & do Antaki tutorial |
In
class, we will log in to Nicenet and write self-introductions |
|
J16 |
Lang
& Cognitive Development; Frame/conversation |
CHAPTER 2 Cognitive processes Kovecses
2006 on reserve; Tannen 1993, Scollon & Scollon handout |
Norrick
2005 Pinkus
1996 |
|
J 23 |
Lang
& Cognitive Development; Frame/conversation |
Proposal
for individual project Goodwin
2002 |
Stokoe
& Edwards 2006 Archakis
et al 2005 |
|
J 30 |
Lang
& Cognitive Development; Narrative |
CHAPTER 3 Language developmt Group
analysis: Involvement and |
(Labov
and Hymes) Baldwin
2005 Kenyon
2001 |
|
F6 |
Lang
& Cognitive Development; Narrative |
Bamberg
2007 Indiv
narrative analysis of NSV and SL narratives |
Atkinson
2006 Georgakopolou
2002 |
|
F13 |
Relational
contexts younger |
CHAPTER 4 Family communica-tion; Brockmeier & Harre 1997 |
Bamberg
2007 Johnstone
2000 |
|
F20 |
Relational
contexts: older |
CHAPTER 5 Family communication in later
life |
Leung
2004 Whyte
2005 |
|
F27 |
Aging
in |
Photonovella
Storyboard (group) &
Individual
2-p essay |
(no
prompts: see Photonovella links) |
|
M13 |
Intergenerational Extra 10 min Centra |
Email
or Chat with |
Tom
2002 Ryan
2004 |
|
M20 |
Intergenerational
Extra 10 min Centra |
Email
or Chat with Intergenerational
lessons (groups) |
Marx
2005 Pasupathi
2006 |
|
M27 |
Intergenerational
Extra 10 min Centra |
Email
or Chat with |
Schiffrin
2001 Schiffrin
2006 lib reserve |
|
A3 |
Social
roles |
CHAPTER 7 Social roles and transition; Barker & Giles 2003 |
Kovecses
2006 Fought
2006 lib reserve |
|
A10 |
Interpersonal
conflict |
CHAPTER 8 Interpersonal conflict
management; Clark 2005 |
Sandel
2004 Petraki
2005 |
|
A17 |
Social
support |
CHAPTER 9 Social support, health &
well-being; Moore & Davis 2002; |
Hamilton
2003, Frankel
2001 |
|
A24 |
Summary
& Implications |
CHAPTER 13: Summary; Davis 2005; Ripich
telerounds; Davis & Shenk 2007; Roberts & Moss 2004 |
Damico 2006
on reserve (No further prompts; Nicenet closes) |
|
FINAL CLASS MEETING: abstracts;
Final project due no later than Tues May 8 On CENTRA May 1
for final project abstract and response Email by
28 April: FOR CENTRA: ABSTRACT for Last day of classes TUESDAY May 1 –
and we will go over them and review them with Q-A process |
|||
Conversation
Antaki, Charles. Conversation
Analysis resources and online tutorial http://www-staff.lboro.ac.uk/~ssca1/sitemenu.htm
Damico, J. et al. 2005. Language and
power. In Ball, M., ed. Clinical
linguistics. Blackwell.
Norrick, Neal. 2005. Interactional
remembering in conversational narrative. Journal
of Pragmatics 37: 1819-1944.
Norrick, Neal. 1995. Hunh-tags and
evidentiality in conversation. J of
Pragmatics 23: 687-92.
Goodwin,
Charles. 2002. Producing sense with nonsense syllables. [Download from his webpage, http://www.sscnet.ucla.edu/clic/cgoodwin/02sense_non.pdf
Stokoe, E., and Edwards, D. (2006). Story
formulations in talk-in-interaction. Narrative Inquiry, 16 (1),
59-68.
Moore, L. and B. Davis. 2002. Quilting Narrative: using a
repetition technique to help elderly communicators. Geriatric Nursing 23: 262–266.
Frames and positioning
Archakis, Argiris and Angeliki Tzanne. 2005. Narrative positioning and
the construction of situated identities. Narrative
Inquiry 15: 267-91.
Bednarek,
Monika. 2005. Frames revisited: the coherence-inducing function of frames. Journal of Pragmatics 37: 685-205.
Fought,
Carmen. 2006. Chapter 8 , Language and
Ethnicity. Cambridge UP (Lib reserve)
Johnstone, Barbara. 2000. The
individual voice in language. Ann
Rev Anthropology 29, 405-424
Kovecses,
Pinkus, B.. 1996. Subject positions &positioning.http://www.massey.ac.nz/~alock/theory/subpos.htm
Tannen, Deborah. 1993. What's in a Frame?
Surface Evidence for Underlying Expectations. In Framing in discourse, ed. D. Tannen. NY:
Narrative
Atkinson, Paul & Sara Delamont.
2006. Rescuing narrative from qualitative research. Narrative Inquiry 16: 164-72.
Baldwin, Clive. 2005. Narrative,
ethics and people with severe mental illness. Australian & New Zealand Journal of Psychiatry 39: 1022-29
Brockmeier, J. & Rom Harre. 1997. Narrative: problems
and promises of an alternative paradigm. Research
on Language & Social Interaction 30.4:263-83.
Bamberg, Michael. 2007. Narrative
analysis and identity research: a case for ‘small stories’ [Manuscript for
Theory & Psychology: see http://www.clarku.edu/mbamberg
to download]
Georgakopolou,
Alexandra 2002. Narrative and identity
management: discourse and social identities in a tale of tomorrow. Research
on Language and Social Interaction, 35(4), 427–451.
Hymes, Dell. [Overview and SPEAKING rubrics] http://www1.appstate.edu/~mcgowant/hymes.htm
www.u.arizona.edu/~clin/anth276_04/anth276_handouts/HD3_hymes.pdf
Labov, William. 2003. Uncovering event structure http://www.ling.upenn.edu/~wlabov/uesn.pdf
http://www.routledge.com/textbooks/0415281059/about/pdf/Stylistics_C5.pdf
Kenyon, G. et al 2001. Narrative knowledge, in
Kenyon, Narrative gerontology. NY:
Springer.
Taylor, Stephanie. 2006. Narrative
as construction and discursive resource.
Narrative Inquiry 16: 94-102.
Intergenerational and Adult
Language interactions
Giles, Howard, K. Noels, A. Williams, T-S Lim, S-H Ng, E.
Ryan, L. Somers & H. Ota. (2003).
Intergenerational communication across cultures: Young people's perceptions of
conversation with family elders, non-family elders, and same-age peers. Journal of Cross-Cultural Gerontology,
18: 1-32.
Grundy,
Emily and John Henretta. 2006. Between elderly parents and adult
children: a new look at the intergenerational care provided by the ‘sandwich
generation.’ Aging
& Society 26,
2006, 707–722.
Marx, Marcia. 2005.
Community-service activities vs traditional activities in an intergenerational
visiting program. Educational Gerontology
31: 263-71.
Pasupathi, Monica, Trisha Weeks and
Cora Rice. 2006. Reflecting on life: remembering as a major process in adult
development. Journal of Language and
Social Psychology 25, 1-20. (LibReserve)
Petraki, Eleni. 2005. Disagreement
and opposition in multigenerational interviews with Greek-Australian mothers
& daughters. Text 25:269-303/
Schiffrin, Deborah. 2001. Language,
experience and history: ‘What happened’ in World War II. Journal of Sociolinguistics 5: 323-51. [Note: Schiffrin 2006 is being put on library
reserve]
Aging in
Leung, KK, E-C Wu, B-H Lue, L-y
Tang. 2004. The use of focus groups in evaluating quality of life components
among elderly Chinese people. Quality of Life Research 13: 179-90.
Ryan EB, Jin YS, Anas AP, & Luh J. (2004).
Communication beliefs about youth and old age in Asia and
Sandel, Todd. 2004. Narrated relationships: mothers-in-law and
daughters-in-law justifying conflicts in
Tom, Linda. Health and health care
for Chinese-American Elders. Stanford Ethnogeriatrics
http://www.stanford.edu/group/ethnoger/chinese.html [You may want to explore the Curriculum]
Whyte, M. 2005. Continuity and change in urban Chinese family
life.
Patient-provider interaction
Barker, Valerie and Howard Giles,
2003. Integrating the communicative predicament and enhancement of Aging
Models: Older Native Americans. Health
Communication, 15(3), 255–275
Cegala, Donald. 1997. A study of
doctors’ and patients’ communication during a primary care consultation:
implications. Journal of Health
Communication 169-95
Davis, Boyd and Dena Shenk. 2007 in
press. Stylization, aging and cultural competence: why health care in the South
needs linguistics. In Language Variety in
the South iii, eds. M. Picone & C. Davies. U.
Clarke, Peter. 2005.
Information Seeking and Compliance in Planning for Critical Care:
commu-nity-based health outreach to Sseniors About Advance Directives. Health Communication 18: 1-22.
Frankel, Richard. 2001. Clinical
care & conversational contingencies the role of patients’ self-diagnoses in
medical encounters. Text 21: 83-111
Hamilton, Heidi. 2003. Symptoms and signs in particular:
the influence of the medical concern on the shape of physician-patient talk. Communication and Medicine 1: 59-70.
Roberts, Celia, Srikant Sarangi and
Becky Moss. 2004. Presentation
of self and symptoms in primary care consultations involving patients from
non-English speaking backgrounds. Communication &
Medicine 1,159–69.
Photonovellas and storyboarding: examples & discussions
Bibliography, Literacy Compendium:
Readers, Stories, Factbooks http://healthliteracy.worlded.org/docs/comp/Materials/readers.html
Centre
for Addiction and Mental Health. 2004. Addiction. www.camh.net/About_Addiction_Mental_Health/Mental_Health_Information/depression_photonov.pdf
Emme, Michael, Anna Kirova and
IReport and examples of concept
mapping: http://bilingualinstructors.com/img/photonovella.pdf
ed.stanford.edu/IT/projects/ireport/Photonovela_files/v3_document.htm and for the software if you want it http://jasperforge.org/sf/projects/ireport
National Heart, Lung & Blood Institute. 2001. Mas vale prevenir/An ounce of prevention http://www.nhlbi.nih.gov/health/prof/heart/latino/lat_foto.htm
____.
Nais ng mga Pilipino ang Malusog na Puso, http://www.nhlbi.nih.gov/health/public/heart/other/filipino_facts/filipino-pa.htm
Shulman, SB [2002?]
http://pblmm.k12.ca.us/TechHelp/Storyboarding.html
Friends 2002 http://www.worlded.org/us/health/heal/friends/index.html
SJSU Photonovela www.sjsu.edu/depts/it/edit273/PDF_Files/Projects/09.%20Photonovela.pdf