Kristella Montiegel
Dados Biográficos
| ID | 741702 |
|---|---|
| NOME | Kristella Montiegel |
| PRENOMES | Kristella |
| SOBRENOME | Montiegel |
| ASSINATURA | MONTIEGEL K |
| AFILIAÇÕES | University of California, Los Angeles |
| ORCID | 0000-0002-2448-2951 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 18 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Sequential legitimation
This study examines how legitimation is interactionally constructed in US Senate Judiciary Committee (SJC) lower court nomination hearings. Drawing on legitimation theories and using Conversation Analysis, I argue that legitimation is accomplished not just through the content of senators’ talk, but also through its sequential positioning, specifically through having the “last word,” or through securing the final turn during hearing Q&A exchanges.…
Invoking time limits for managing responses in US Senate Judiciary Committee lower court nomination hearings
This study uses Conversation Analysis to investigate an interactional practice in US Senate Judiciary Committee (SJC) lower court nomination hearings. Drawing from 13 hr and 36 min of data from Q&A rounds across 12 SJC hearings during 2020 and 2022, I document how senators’ invocations of the hearing’s time limits function as a resource for managing judicial nominees’ responses to their questions. I examine senators’ time invocations (TIs) in two…
Preference and embodiment in an oral preschool classroom
This study extends research on question preference and, specifically, polar questions that prefer reverse-polarity responses. In the context of a deaf or hard-of-hearing (D/HH) oral preschool classroom, I examine what I call teachers’ ‘No’-preferring questions (No-PQs), or polar questions that are grammatically positive yet exhibit a preference for students’ ‘No’-responses. Using Conversation Analysis, I focus on a collection of 25 cases of teach…
Peer socialization in an oral preschool classroom
Use your words
This ethnographic study examines deaf or hard-of-hearing children's socialization in an oral classroom, a setting designed to promote spoken language as the primary mode of communication. Drawing from nine months of observations, I describe how the meanings assigned to children's vocalizations create a system of values and judgements that organizes and regulates classroom behavior. Specifically, vocalization itself is oriented to as a moral pract…
Teachers’ gestures for building listening and spoken language skills
This study investigates teachers’ gestures produced during directive actions. I examine three particular gestures—pointing to the mouth, pointing to the ear, and cupping the ear— that teachers frequently deployed when interacting with their deaf or hard-of-hearing students in an oral preschool classroom, a setting focused on spoken language and listening. Using conversation analysis, I find that teachers’ gestures occurred in sequences involving …
Other-initiated repair and preference principles in an oral classroom
Modulating action through minimization
This study uses data from a shoe-repair shop, supplemented by data from medical and mundane contexts, to analyze three progressively minimal grammatical formats used to implement offers and requests in interaction (i.e.do you want...?,you want...?, andwant...?). We argue that this cline of minimality reflects a cline of the action-initiator's stance, from relatively weak to strong (respectively), regarding their expectation that the action will b…
First” matters
In the context of the 2016 U.S. Republican primary election debates, the qualitative method of Conversation Analysis is used to describe a discourse/rhetorical strategy candidates use to control the agenda when answering questions. By prefacing answers with First of all, First, or First off, candidates claim that the immediately next talk will constitute something other than a relevant response to the question, but that one will be forthcoming af…
Modulating action through minimization
This study uses data from a shoe-repair shop, supplemented by data from medical and mundane contexts, to analyze three progressively minimal grammatical formats used to implement offers and requests in interaction (i.e.do you want...?,you want...?, andwant...?). We argue that this cline of minimality reflects a cline of the action-initiator's stance, from relatively weak to strong (respectively), regarding their expectation that the action will b…
Other-initiated repair and preference principles in an oral classroom
First” matters
In the context of the 2016 U.S. Republican primary election debates, the qualitative method of Conversation Analysis is used to describe a discourse/rhetorical strategy candidates use to control the agenda when answering questions. By prefacing answers with First of all, First, or First off, candidates claim that the immediately next talk will constitute something other than a relevant response to the question, but that one will be forthcoming af…
Use your words
This ethnographic study examines deaf or hard-of-hearing children's socialization in an oral classroom, a setting designed to promote spoken language as the primary mode of communication. Drawing from nine months of observations, I describe how the meanings assigned to children's vocalizations create a system of values and judgements that organizes and regulates classroom behavior. Specifically, vocalization itself is oriented to as a moral pract…
First” matters
In the context of the 2016 U.S. Republican primary election debates, the qualitative method of Conversation Analysis is used to describe a discourse/rhetorical strategy candidates use to control the agenda when answering questions. By prefacing answers with First of all, First, or First off, candidates claim that the immediately next talk will constitute something other than a relevant response to the question, but that one will be forthcoming af…
Other-initiated repair and preference principles in an oral classroom
Modulating action through minimization
This study uses data from a shoe-repair shop, supplemented by data from medical and mundane contexts, to analyze three progressively minimal grammatical formats used to implement offers and requests in interaction (i.e.do you want...?,you want...?, andwant...?). We argue that this cline of minimality reflects a cline of the action-initiator's stance, from relatively weak to strong (respectively), regarding their expectation that the action will b…
Teachers’ gestures for building listening and spoken language skills
This study investigates teachers’ gestures produced during directive actions. I examine three particular gestures—pointing to the mouth, pointing to the ear, and cupping the ear— that teachers frequently deployed when interacting with their deaf or hard-of-hearing students in an oral preschool classroom, a setting focused on spoken language and listening. Using conversation analysis, I find that teachers’ gestures occurred in sequences involving …
Preference and embodiment in an oral preschool classroom
This study extends research on question preference and, specifically, polar questions that prefer reverse-polarity responses. In the context of a deaf or hard-of-hearing (D/HH) oral preschool classroom, I examine what I call teachers’ ‘No’-preferring questions (No-PQs), or polar questions that are grammatically positive yet exhibit a preference for students’ ‘No’-responses. Using Conversation Analysis, I focus on a collection of 25 cases of teach…
Peer socialization in an oral preschool classroom
Use your words
This ethnographic study examines deaf or hard-of-hearing children's socialization in an oral classroom, a setting designed to promote spoken language as the primary mode of communication. Drawing from nine months of observations, I describe how the meanings assigned to children's vocalizations create a system of values and judgements that organizes and regulates classroom behavior. Specifically, vocalization itself is oriented to as a moral pract…
Invoking time limits for managing responses in US Senate Judiciary Committee lower court nomination hearings
This study uses Conversation Analysis to investigate an interactional practice in US Senate Judiciary Committee (SJC) lower court nomination hearings. Drawing from 13 hr and 36 min of data from Q&A rounds across 12 SJC hearings during 2020 and 2022, I document how senators’ invocations of the hearing’s time limits function as a resource for managing judicial nominees’ responses to their questions. I examine senators’ time invocations (TIs) in two…
Sequential legitimation
This study examines how legitimation is interactionally constructed in US Senate Judiciary Committee (SJC) lower court nomination hearings. Drawing on legitimation theories and using Conversation Analysis, I argue that legitimation is accomplished not just through the content of senators’ talk, but also through its sequential positioning, specifically through having the “last word,” or through securing the final turn during hearing Q&A exchanges.…
Language, Discourse, Communication Strategies (9 obras) · Conversation (7 obras) · Conversation analysis (6 obras) · Psychology (6 obras) · Hearing Impairment and Communication (5 obras) · Communication (4 obras) · Language, Metaphor, and Cognition (4 obras) · Linguistics (4 obras) · Pedagogy (4 obras) · Computer Science (3 obras)