Pedagogical Implications of Reduction Processes

Pedagogical Implications of Reduction Processes

DOI: 10.4018/978-1-5225-2142-6.ch005
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Reduced Forms As Evidence Of Community-Building

Within the communities of practice model, norms are set locally by communities, although there may be outside influence on them (Llamas, 2007 has the same view of community norms, although not from the perspective of communities of practice). As I have noted, this way of seeing norms very much mirrors the discussion of norms from an ecological languaging perspective (cf. Pennycook, 2010). When it comes to norms of using reduced forms, I have argued in Chapter 3 that the students are leaders in the norm-setting process, either pre-seminar group leaders or younger students with more Internet experience. They do not generally follow the teachers’ choice of reduced forms. This is evidence, I have proposed, that they are exhibiting learner autonomy (cf. also White, J. R., 2013a, 2013b). To use Benson’s (2001) term, they are taking control of the process of setting discourse norms in their community of practice. The teachers, who are authority figures by virtue of being native speakers, and who are much more aware of discourse conventions in English and in Internet communication, do not have such a leadership role. They are quite probably not members of the community of practice, or at most are peripheral members.

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