How to recognize a discourse community

Characteristics which define a discourse community

According to Swales (1990) common goals, participatory mechanisms, information exchange, specific genres, highly specialized terminology and high

general level of expertise are the elements which build up and shape a discourse community (cited in Pintos & Crimi, 2010).

In a situated learning discourse community, teachers interact with colleagues in goal-directed activities that require communication and the exchange of ideas where reflection itself is not contained wholly in the mind of the individual but is “distributed” through sign systems and artifacts that are embedded in the social activity of the school community (Hoffman-Kipp et al., 2003).

Teachers also mediate their labor through cognitive mechanisms as they learn scientific concepts (i.e., systems of interconnected constructs that explain a domain of study) (John-Steiner & Mahn, 1996), such as theories of learning, pedagogical models, and theories of racial minorities’ achievement (Hoffman – Kipp et al, 2003).

Kutz (1997) agrees that the community college can be seen as a discourse community because its members have developed a common discourse with a particular structure and style, sharing knowledge, common purposes, relationships, attitudes and values (as cited in  Kelly-Kleese, 2001).

According to Putnam and Borko (2000), the community changes through the ideas and thoughts that its new members bring to the discourse (as cited in Wenzlaff & Wieseman, 2004, p.1) helping  the community to grow and allowing its members to nurture themselves from the experiences of others. Being part of a discourse community implies sharing, reflecting, exchanging information and communicating with people with the same interests and objectives.

As a conclusion, it can be said that to be part of a discourse community, people should know about the specific language practices and codes shared by the community and, as Pintos and Crimi (2010) state, a teacher may participate in an academic discourse community of teachers and researchers by introducing interesting texts, stimulating discussions and critical thinking, provoking creative responses and presenting students challenging tasks.

References

Hoffman-Kipp, P., Artiles, A. J. & Lopez Torres, L. (2003). Beyond reflection: teacher learning as praxis. Theory into Practice. Retrieved October 2007, from

http://findarticles.com/p/articles/mi_m0NQM/is_3_42/ai=108442653

Kelly-Kleese, C. (2001). Editor’s choice: An open memo to Community College Faculty and Administrators. Community College Review. Retrieved October 2007, from

http://findarticles.com/p/articles/mi_m0HCZ/is_1_29/ai_77481463

Pintos, V., & Crimi, Y. (2010). Unit 1: Building up a community of teachers and prospective researchers. Retrieved October 2010, from

http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=6856

Wenzlaff, T. L., & Wieseman, K. C. (2004). Teachers Need Teachers To Grow. Teacher Education Quarterly. Retrieved October 2007, from http://findarticles.com/p/articles/mi_qa3960/is_200404/ai_n9349405