Criticizing another's child
How teachers evaluate students during parent-teacher conferences
Bibliographic Data
| ID | 7901855 |
|---|---|
| Authors | Danielle Pillet-Shore (0000-0002-4757-4082, University of New Hampshire, corresponding author) |
| Year | 2016 |
| Volume | 45 |
| Issue | 1 |
| Pages | 33-58 |
| Publication date | 2016-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language in Society (JOURNAL) |
| Journal identifiers | ISSN: 0047-4045 • E-ISSN: 1469-8013 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0047404515000809 |
| OpenAlex | W2279902044 |
| Language | EN |
| Citations received | 32 |
| References cited | 37 |
As the principal occasion for establishing cooperation between family and school, the parent-teacher conference is crucial to the social and educational lives of children. But there is a problem: reports of parent-teacher conflict pervade extant literature. Previous studies do not, however, explain how conflict emerges in real time or how conflict is often avoided during conferences. This article examines a diverse corpus of video-recorded naturally occurring conferences to elucidate a structural preference organization operative during parent-teacher interaction that enables participants to forestall conflict. Focusing on teachers' conduct around student-praise and student-criticism, this investigation demonstrates that teachers do extra interactional work when articulating student-criticism. This research explicates two of teachers' most regular actions constituting this extra work: obfuscating responsibility for student-troubles by omitting explicit reference to the student, and routinizing student-troubles by invoking other comparable cases of that same trouble. Analysis illuminates teachers' work to maintain solidarity with students, and thus parents. (Institutional interaction, parent-teacher conferences, conversation analysis, criticism, praise, evaluating students, assessments, preference organization
Collegiality · Conversation · Conversation analysis · Criticism · Extant taxon · Mathematics education · Pedagogy · Political science · Praise · Preference · Solidarity · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology · Social Psychology
Depersonalizing troubles in institutional interaction
‘Teacher Martina wants you to write in cursive’
Child-addressed talk as an interactional resource
Being a “Good Parent” in Parent-Teacher Conferences
Modulating Politeness in Criticism and Responses to Criticism
Assessing a (gifted) child in parent-teacher conference
Fictional Video Cases on Parent-Teacher Conversations
“What’s High School Got to do With It?” Secondary School Composition, School-Wide Social Capital and Higher Education Enrollment
Fragile men and fishy arguments
How Reflection Works in Transformative Dialogue/Mediation
Divided by a common language? Jocular quips and (non-)affiliative responses in initial interactions among American and Australian speakers of English
Children’s involvement in interpreter-mediated parent–teacher conferences
Troubles-Complaints and the Overall Structural Organization of Troubles-Remedy Sequences
Preference for self-registering in video call openings
Measuring student teachers’ self-efficacy beliefs about family-teacher communication
Criticizing another's child
When to Make the Sensory Social
Managing agency and urgency
Taking it too far
Offence and morality
(Online) public denunciation, public incivilities and offence
Child's time
Epistemic and Deontic Authority in Parent–Teacher Conference
Criticism in Korean and Chinese workplace observation reality shows
Syntactically incomplete turns as delicate actions- A way to manage interpersonal relationships
Reported thought as (hypothetical) assessment
Being your son is rather tiring
Students Development Conference Genre Knowledge among Estonian Teachers
Incomplete utterances as critical assessments
Sister talk
Teachers’ use of reported speech in Korean elementary school classroom interactions
Getting to know you
The International Encyclopedia of Language and Social Interaction
The sociology of teaching.
Oh-Prefaced Responses to Assessments A Method of Modifying Agreement/Disagreement
Some Practices for Referring to Persons in Talk-in-Interaction
The social transformation of American medicine
Garfinkel and Ethnomethodology
Talk at work
Directions in sociolinguistics
Interaction Ritual
Sequence Organization in Interaction
Being a “Good Parent” in Parent-Teacher Conferences
“Good” and “Bad” Criticism
Garfinkel and Ethnomethodology
Prompting Action
Giving criticism
The Problems with Praise in Parent–Teacher Interaction
Doing Introductions
Criticizing another's child
Articulating the unsaid’ via and-prefaced formulations of others’ talk
English zero anaphora as an interactional resource II
Preference organization of sequence-initiating actions
Bad is Stronger than Good
Politeness
Weighing in primary-care nurse-patient interactions
Complaining in interaction
A tutorial on membership categorization
The dilemmas of third-party complaints in conversation between friends
A Simplest Systematics for the Organization of Turn-Taking for Conversation
On the Sequential Organization of Troubles-Talk in Ordinary Conversation
Telling My Side
Repair After Next Turn
| Unique citing works | 32 |
|---|---|
| Citations per year | 2,91 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 28 |