By S. Preece

An in-depth examine of a gaggle of multilingual scholars from widening participation backgrounds on a first-year undergraduate educational writing programme. The e-book explores ways that id positions emerge within the spoken interplay, with a specific specialise in gender.

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Additional resources for Posh Talk: Language and Identity in Higher Education

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This process may entail a shift in how an individual imagines themselves in relation to others. While this may be welcomed, it may also be resisted as threatening to a person’s sense of self or as disrupting established social relations. According to Weedon (1997), individuals adopt patterns of behaving and ways of seeing the world through ‘particular ways of thinking, particular discourses’ (p. 25) and through repeatedly performing discursive practices. : 109). By adopting the term ‘subjectivity’, rather than’ identity’, Weedon draws our attention to affect, the ways in which habitual repetition of discursive practices become bound up with an individual’s psychological state, memories and emotions.

In common with many post-1992 universities, Millennium faces significant challenges with student retention and is concerned to reduce the level of dropout and exclusion. One way in which Millennium has sought to improve the prospects of its students is through the provision of an academic writing programme for students who have received all or the majority of their compulsory education in English-medium schools, either in the UK or overseas. At the time of my study, this programme was largely delivered as a generic academic writing course to which students were referred following the results of an academic literacy screening taken during induction.

When quoting the interview data, I have used standardised spelling and punctuation, adding words in square brackets and suspension points where words are omitted. Details of the transcription conventions can be found in the frontmatter of the book. While transcribing spoken interaction from the classroom setting, I noticed that some groups took a more inclusive approach to ensuring that each of its members took part in the proceedings. In contrast, in other groups one or two students dominated the proceedings while other members said little.

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