Evidential embellishment in political debates during US campaigns Lawrence N. Berlin, Alejandra Prieto-Mendoza Intercultural Pragmatics, 2014 In politics, one area where both incumbents and challengers can be seen exhibiting similar verbal behavior is during debates. In their attempts to depict an opponent as unqualified for the job, politicians must respond to claims they make against their opponents by providing evidence through the means of first- or secondhand knowledge about the claim; the encoding of this evidence and the degree to which they distance themselves from that knowledge is known as evidentiality. This paper explores evidentiality as exhibited by politicians in the 2010 US Midterm Congressional Elections debates. Starting with Chafe's (1986) work on evidential analysis, the features investigated are observed through the lens of critical discourse analysis using the Multilayered Model of Context (Berlin 2007, 2011). Evidential markers (i.e., evidentials) were coded for type and analyzed in their pragmatic functions. Findings suggest that politicians, as a group, tend to use those forms of evidentials that attenuate claims less frequently while they tend to use those forms that boost claims more frequently. Furthermore, face-to-face debates inhibit the use of more reliable evidential encoding as politicians being verbally attacked are available to counter opponents' claims and the attackers are called on to respond to their accusations.
What else are students learning? A critical dialogue analysis of a multi-cultural classroom Dialogues in and Around Multicultural Schools, 2012
Contextualizing college ESL classroom praxis: A participatory approach to effective instruction Lawrence N. Berlin Contextualizing College Esl Classroom Praxis A Participatory Approach to Effective Instruction, 2012 Contents: S. Nieto, Foreword. Preface. What Is the Nature of Process Over Product? Is a New Definition of Effective Instruction Necessary? What Are the Factors That Can Affect Second Language Acquisition? What Do Teachers Believe About Effective Language Instruction? What Do Students Believe About Effective Language Instruction? What Makes Pedagogy Effective? (The Pedagogical Function) How Do Teachers and Students Relate in the Classroom? (The Environmental Function) What Does Instruction Mean for Students? (The Societal Function) A Brief Review. (The Effective Instruction Model) How Can Effective Praxis Be Adapted to Various Contexts? (The Application Model)
Introduction Examining Education Media and Dialogue Under Occupation the Case of Palestine and Israel, 2011
Where is the Hope? A Call for Action S. Wong, I. Nasser, L. N. Berlin Examining Education Media and Dialogue Under Occupation the Case of Palestine and Israel, 2011
Redundancy and markers of belief in the discourse of political hearings Lawrence N. Berlin Language Sciences, 2011 This article examines forms of redundancy within the testimony of Dr. Condoleeza Rice, former National Security Advisor to the President of the United States, during the 9/11 Commission Hearings ( 9/11 Commission ; NCTA, 2004 ). Using a critical discourse analysis ( Chouliaraki and Fairclough, 1999 , Fairclough, 1995 , Fairclough, 1998 ) to investigate redundancy—facilitative and non-facilitative—as a potentially evasive pragmatic device in political discourse, I then turn to focus on markers of belief ( Chafe, 1986 ) as possible indicators of non-facilitative redundancy. Consequently, strategies for identifying evasive language under interrogation are suggested. In essence, by not giving direct answers, the examples underscore the creative and powerful crafting of political discourse by skilled speakers to assuage the appearance of culpability in actions or inactions which could prove politically damaging while providing “appropriate” responses ( Berlin, 2007 , Harris, 1991 , Janney, 2002 ) within the context of an investigative hearing.
Introduction I. Nasser, L. N. Berlin, S. Wong Examining Education Media and Dialogue Under Occupation the Case of Palestine and Israel, 2011
Examining education, media, and dialogue under occupation: The case of palestine and Israel Examining Education Media and Dialogue Under Occupation the Case of Palestine and Israel, 2011
Where is the hope? A call for action S. Wong, I. Nasser, L. N. Berlin Examining Education Media and Dialogue Under Occupation the Case of Palestine and Israel, 2011
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Anita Fetzer, Elda Weizman, Lawrence N. Berlin, eds.(2015) The dynamics of political discourse: Forms and functions of follow-ups D ben-Aaron Journal of Language and Politics 17 (3), 450-452 , 2018 2018
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Book review: Lawrence N Berlin and Anita Fetzer (eds), Dialogue in Politics K Molek-Kozakowska Discourse & Communication 9 (3), 375-378 , 2015 2015
Book review: Lawrence N Berlin and Anita Fetzer (eds), Dialogue in Politics L Lihua Discourse Studies 17 (1), 108-110 , 2015 2015
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Evidential embellishment in political debates during US campaigns. LN Berlin, A Prieto-Mendoza Intercultural Pragmatics 11 (3) , 2014 2014 Citations: 22
Lawrence N. Berlin & Anita Fetzer (eds.) Dialogue in politics . Amsterdam: John Benjamins, 2012. Pp. vi, 313. Hb. $149. A Sahlane Language in Society 43 (3), 368-369 , 2014 2014
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