Gerrard Mugford
Biographic Data
| ID | 2064824 |
|---|---|
| NAME | Gerrard Mugford |
| GIVEN NAMES | Gerrard |
| FAMILY NAME | Mugford |
| SIGNATURE | MUGFORD G |
| AFFILIATIONS | Universidad de Guadalajara |
| ORCID | 0000-0001-9828-7801 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Mexican terms of address
In everyday interaction, interlocutors normally want to be socially seen in the best possible light and polite behavior will often involve elevating the status of the addressee(s) through expressions of respect, deference and social closeness/distance. In Mexican Spanish this can be seen through the use of the tú / usted address forms, the use of formal titles and formal/informal grammatical and lexical structures. Focusing on T/V address forms, …
Politeness in professional contexts
This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected…
Mexican Politeness
Fundamental concepts are all too often taken for granted in im/politeness research, especially since they are not always carefully and fully defined before researchers engage in confronting methodological issues. Definitions of im/politeness may reflect ‘armchair’ or intuitive approaches (Jucker and Staley 2017), which frequently ignore the sociocultural context within which relational work is performed. Following Larina’s (2015) concept of commu…
Racial, linguistic and professional discrimination towards teachers of English as a foreign language
English Language Teaching is a globalised industry which attempts to standardise the use of textbooks and teaching materials (Gray 2002), implement universally accepted teaching methodologies (Canagarajah 2002) and promote internationally recognised examinations (Littlejohn 2013). This one-size-fits-all objective not only ignores local contexts and specific learners’ needs, but also promotes the concept of the idealised ‘native’ English language …
Critical intercultural impoliteness
Félix-Brasdefer, J. Cesar and Dale April Koike
Examining first-order localised politeness
In this paper, I examine perceived (im)politeness practices in a specific geographical location and argue that not only do patterns and practices need to be understood in relation to particular understandings and attitudes but also in terms of participants’ objectives. By examining impoliteness practices in a Mexican context, I argue that not only are interactants impolite in locally effective ways but may also hold individually differing and oft…
Foreign-language users confronting anti-normative politeness in a Mexican university
When foreign-language learners abandon the relative safety of the classroom and confront actual language use, they face decisions regarding how they wish to participate in a given target-language group. They may find that different interactional patterns and practices reflect a community's norms and how its members come across: Interactants may employ, for instance, seemingly impolite words and expressions in inoffensive ways. Although this pheno…
I wouldn’t say that if I were you
I wouldn’t say that if I were you
Foreign-language users confronting anti-normative politeness in a Mexican university
When foreign-language learners abandon the relative safety of the classroom and confront actual language use, they face decisions regarding how they wish to participate in a given target-language group. They may find that different interactional patterns and practices reflect a community's norms and how its members come across: Interactants may employ, for instance, seemingly impolite words and expressions in inoffensive ways. Although this pheno…
Examining first-order localised politeness
In this paper, I examine perceived (im)politeness practices in a specific geographical location and argue that not only do patterns and practices need to be understood in relation to particular understandings and attitudes but also in terms of participants’ objectives. By examining impoliteness practices in a Mexican context, I argue that not only are interactants impolite in locally effective ways but may also hold individually differing and oft…
Félix-Brasdefer, J. Cesar and Dale April Koike
Racial, linguistic and professional discrimination towards teachers of English as a foreign language
English Language Teaching is a globalised industry which attempts to standardise the use of textbooks and teaching materials (Gray 2002), implement universally accepted teaching methodologies (Canagarajah 2002) and promote internationally recognised examinations (Littlejohn 2013). This one-size-fits-all objective not only ignores local contexts and specific learners’ needs, but also promotes the concept of the idealised ‘native’ English language …
Critical intercultural impoliteness
Mexican Politeness
Fundamental concepts are all too often taken for granted in im/politeness research, especially since they are not always carefully and fully defined before researchers engage in confronting methodological issues. Definitions of im/politeness may reflect ‘armchair’ or intuitive approaches (Jucker and Staley 2017), which frequently ignore the sociocultural context within which relational work is performed. Following Larina’s (2015) concept of commu…
Politeness in professional contexts
This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected…
Mexican terms of address
In everyday interaction, interlocutors normally want to be socially seen in the best possible light and polite behavior will often involve elevating the status of the addressee(s) through expressions of respect, deference and social closeness/distance. In Mexican Spanish this can be seen through the use of the tú / usted address forms, the use of formal titles and formal/informal grammatical and lexical structures. Focusing on T/V address forms, …
Psychology (8 works) · Language, Discourse, Communication Strategies (7 works) · Linguistics (7 works) · Politeness (5 works) · Social Psychology (5 works) · Sociology (5 works) · Discourse Analysis in Language Studies (4 works) · History (4 works) · Interpersonal communication (4 works) · Face (sociological concept (3 works)