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From an interactionally enriched linguistic anthropological perspective, this article promotes the view that identity is indexical with specific sets of acts and stances, which in turn are constructed by specific language forms. Based on detailed sequential and grammatical analyses of data from Chinese heritage language classes, it argues that identity is dynamic, constantly unfolding along with interaction, and thus has the potential to shift and mutate. It positions identity as emerging through co-participants’ responses and reactions and thus as an intersubjective and reciprocal entity. It further suggests that identity construction is intricately linked with heritage language learning.

Chlorination disinfection byproducts (CDBPs) can exert adverse human health effects. Many toxicology-based studies confirmed the health hazards of CDBPs, but little research has been done on gut microbiome. We explored the effect of CDBPs on intestinal microbiota in the Simulator of the Human Intestinal Microbial Ecosystem (SHIME). The results showed that CDBPs slightly inhibited the production of short-chain fatty acids, and the abundance of Actinobacteria decreased in the transverse colon and descending colon. The abundance of Proteobacteria increased in the ascending colon and descending colon, while it decreased in the transverse colon. The abundance of Firmicutes decreased in both the ascending colon and descending colon. In particular, the abundance of Lachnospiraceae members, Bilophila, Oscillospira, Parabacteroides, Desulfovibrio, and Roseburia increased in the ascending colon, while the abundance of Sutterella, Bacteroides, Escherichia, Phascolarctobacterium, Clostridium, Citrobacter, and Klebsiella increased in the descending colon. The Shannon index differed significantly in both the ascending colon and descending colon before and after exposure. Overall, we demonstrate the feasibility of applying the SHIME model to studying the effects of intestinal toxicity on health of chlorinated by-products. The findings of this study improve our understanding of the health impact of CDBPs on the intestinal microbiota and better control of CDBPs in treated water is recommended.

Background Men who have sex with men (MSM) are vulnerable risk group for human immunodeficiency virus (HIV)-1 infection. However, some MSM do not disclose their same-sex behavior and could impact the transmission and prevention of HIV-1 infection. Here, we evaluated the role of nondisclosed MSM in HIV-1 transmission in Guangzhou, China. Methods The HIV-1 pol sequences were obtained from HIV-infected subjects from 2008 to 2015. A transmission network was constructed using HIV TRAnsmission Cluster Engine (HIV-TRACE) at a pairwise genetic distance of 0.5%. The position of nondisclosed MSM in the network was determined by centrality analysis. Results Nondisclosed MSM were inferred in 9.92% (61 of 615) of slightly older, self-reported non-MSM (P = .006). They were more likely to be married (P = .002) and less educated (P < .001) than the MSM with whom they clustered. Closeness centrality was bigger for nondisclosed MSM than for MSM (P < .001), indicating the central position of nondisclosed MSM in the networks. The average shortest path length was smaller for nondisclosed MSM than for MSM (P < .001), whereas radiality was bigger for nondisclosed MSM than for MSM, suggesting a relatively greater contribution of nondisclosed MSM in transmitting HIV-1 than MSM. Assortativity analysis indicated that nondisclosed MSM were more likely to link each other with coefficient of 0.025. Conclusions Nondisclosed MSM are a specific group, and they play an important role in HIV-1 transmission. They could be bisexual and might increase the risk of HIV-1 infection to their sex partners. Therefore, specific prevention and intervention targeting nondisclosed MSM are urgently needed.

Background At present, there are few studies on the effect of short-term interactions between ambient air pollutants and temperature on cause-specific emergency department visits in China. This study aimed to explore their short-term interactions on cause-specific emergency department visits using data collected from a total of 65 public hospitals in Guangzhou city, south China. Material and methods We included a total of 226,443 emergency department visits which were diagnosed as neurological, respiratory and circulatory disease in Guangzhou from January 1, 2014 to December 31, 2017. Average daily concentrations of air pollutants including carbon monoxide (CO), particulate matter having a median diameter of 2.5 μm or less (PM2.5), sulfur dioxide (SO2), nitrogen dioxide (NO2) and ozone (O3) were collected from the Guangzhou Environmental Protection Bureau. We employed quasi-Poisson varying coefficient regression models to assess the interaction effects between air pollutants and daily temperature levels (DTLs) on emergency department visits for neurological, respiratory and circulatory diseases, respectively. Results Average number of emergency department visits for neurological, respiratory and circulatory diseases were 92, 26 and 38, respectively. After controlling for other pollutants, meteorological factors and other time-varying confounders, we found the interactions between NO2 and the 1st DTL (3.4–17.1 °C), NO2 and the 2nd DTL (17.1–23.5 °C) for neurological emergency department visits were statistically significant, displaying a nonlinear relationship. Additionally, we found that the interactions between SO2 and the 4th DTL (27.4–31.1 °C) also had a significantly adverse effect on respiratory emergency department visits. Conclusions Our findings provide novel evidence on SO2-by-temperature interactions, and NO2-by-temperature interactions for emergency department visits of cause-specific diseases.

This study examines features of communication in American households where Chinese is used as a heritage language against the backdrop of global migration and technological advancement. It aims to elucidate how meaning emerges and evolves through repeated and varied performance by multiple participants over time, through mundane and iterative practices of everyday conversation. It focuses on how child and adult speakers in this context appropriate each other's vocabularies and voices, mimic and modify each other's utterances, and collaboratively construct provisional meanings as they jointly navigate and negotiate their worlds and complement each other's language skills and cultural knowledge.

This study examines the simultaneous use of English and Chinese by speakers of Chinese as a heritage language (CHL). It focuses on spontaneous, dynamic, and high-density mixing of the two languages within the smallest building block of a speaking turn: the turn constructional unit (TCU). Drawing upon data from different age and proficiency groups, it shows that CHL speakers migrate between and mingle the two language systems freely and frequently at multiple and nested levels of phonemes, morphemes, syllable structures, tones, noun and verb phrases, and clauses. It reconsiders existing syntactic descriptions, sociopragmatic taxonomies, and conversation-analytic accounts concerning codeswitching and conclndes that rather than being governed by fixed, a priori linguistic constraints, sociopragmatic meaning, or conversation-sequential contingency, this type ofad hoc, intra-TCU codeswitching is accomplished with a full range of verbal resources from both languages that are simultaneously accessible to the speaker and might be accounted for by a type of rationality characterized by fuzzy logical conditions. It further suggests that, pushing and breaking perceptible linguistic boundaries, CHL speakers celebrate their multi-competence, traverse invisible cultural and identity boundaries, and employ and enjoy both languages at all ages and proficiency levels in transient and transcendent multi-performances, which in turn can become a rich resource for heritage language socialization across the lifespan. [ABSTRACT FROM AUTHOR]

This study explores the intersubjective and dynamic construction of modal meanings in Chinese discourse. Specifically, it examines the role conversational repair plays in ascertaining the entailments of modal meanings such as obligation, possibility and permissibility, specifying the range of modal strengths, and assigning an emergent and negotiated quality to these meanings. It argues that repair shapes and sharpens speakers’ modal stances, especially when the modal expression is polysemous. Illustrative data are drawn from 30 hours of audio/video recorded interaction in weekend Chinese language schools.

This paper proposes an identity theory of Chinese as a Heritage Language (hereafter CHL) development, based on the characteristics of the Chinese as a Heritage Language learner and drawing insights from Language Socialization, Second Language Acquisition, and Conversation Analysis. It posits that CHL development takes place in a three-dimensional framework with intersecting planes of time, space, and identity. Temporally, CHL development recontextualizes the past, transforms the present and precontextualizes the future. As such, it fosters rooted world citizenry with appreciation of and competence in Chinese language and culture. Spatially, it transforms local, independent communities into global, interdependent communities. A learner’s CHL development depends on the degree to which s/he is able to find continuity and coherence in multiple communicative and social worlds in time and space and to develop hybrid, situated identities and stances.

When the seminal article on the organization of turn-taking by Sacks, Schegloff, and Jefferson (1974) was published 30 years ago, I started learning English as a foreign language. In addition to being a learner of the English language for many years, I was also trained in the traditions of Conversation Analysis (CA) and linguistic anthropology (particularly Language Socialization) in graduate school. For the present article, my objective is to explore the uses and nonuses of CA for language learning, particularly for Chinese language learning. In what follows, I take the perspective of a conversation analyst as well as that of a second language (L2) learner. This article is divided into three main sections. The first section discusses the kinds of contributions CA can make to research on L2 learning and teaching. I propose that the basic science produced by CA research can be fruitfully applied to L2 learning and instruction and to oral language assessment. I further suggest that CA studies of classroom interaction provide richly textured descriptions of language learning contexts such as expert-novice relations and participants' identity construction. The second section considers what CA does not do, or is not designed to do for Second Language Acquisition (SLA). I submit that, unlike language socialization research, CA does not address introspective, unobservable matters that may be important to language learning. Furthermore, unlike ethnomethodology, CA is not designed to document learning (i.e., change in behavior) over a considerable period of time. The final section concludes on a hermeneutical note: I argue that CA studies of SLA provide a part of the picture of L2 learning and teaching, a part that, crucially, compels us to reconsider the whole.

Seeking evidence from its discursive purposes, its sequential positions in interaction, and the nature of the activity it is situated in, we re-examine the form dui bu dui ‘correct-not-correct’ that was used during four class meetings, a total of six hours, in a Chinese language school. We propose that besides functioning as an A-not-A question, dui bu dui can also be used for pragmatic purposes. We show that appearing at the beginning or the end of TCU, dui bu dui is used as a basic marker to reinforce the illocutionary force of the sentence proposition it is tagged to; whereas at the beginning or as an independent TCU, dui bu dui is used as a discourse marker to signal transitions of interactional sequences at different levels of discourse and to help the speaker maintain the addressee's attention in given activities. Such an approach to analyze the functions of dui bu dui suggests that (a) grammatical meanings in part emerge from interactional contexts, within which speakers construct, validate, or modify each other's meanings on a moment-by-moment basis; and (b) functions of specific language forms can also be assigned by the specific activities the speakers are engaged in.

This article explores communicative processes in Chinese involving Chinese American children in order to explain the notion of preference for ambiguity, a characteristic often invoked when describing the Chinese as a group. It also speculates on the impact this notion has on children's socialization. Preference for ambiguity can be defined as making ambiguous something that is otherwise clear-communicating ambiguously or conveying something that is ambiguous-communicating ambiguity. Treating ambiguity as an interaction-centered and activity-bound phenomenon rather than a purely semantic or logical problem, this article locates ambiguity in the intersubjectivity co-constructed by all participants and explores its role in the construction of cultural, situational and interpersonal contexts. It shows that ambiguity is shaped not only by lexico-grammar but also by discourse structure. This article draws data from a total of 30 hours of audio/video recorded classroom interactions involving 4 teachers and about 35 students (age 4.5 to 9 years) in two Chinese Heritage Language Schools in the USA as well as from observations and interviews. In the classroom context, children are compelled to make speculations and draw inferences regarding their interlocutors' references, intentions, dispositions and goals. They do so without confronting their interlocutors or holding their interlocutors accountable. In contrast, teachers freely and vocally (re-)formulate, clarify, question and interpret children's utterances in an effort to make the children's stances unequivocal. This study suggests that the communicative patterns observed with respect to ambiguity may play an important part in the socialization of cultural knowledge and cognitive styles.

This study focuses on recurrent patterns of teacher's directives (i.e., asking students to do something) in Chinese Heritage Language Schools in the U.S. It examines the typology of directives, outlines their sequential organizations, and delineates their lexico-grammatical patterns. It suggests that the interactional and grammatical organizations of teacher's directives provide rich resources for the socialization of cultural values to the students. Data are drawn from a total of 10 hours of audio/video-recorded classroom interactions involving two teachers (one native of Taiwan, the other a native of China) and about 20 students (aged 4.5–9 years) as well as from observations and interviews. Methodologically, this study draws upon language socialization, conversation analysis, and functional linguistics.

Drawing on data from academic counseling encounters, this article argues that a semantic account of the modal can must take into consideration its discursive purposes and sequential positions in interaction. Instead of imposing pre-conceived classifications of meanings, we examine the situational and conversation-structural forces that motivate the use of can. Our objective is primarily a methodological one of providing a conceptual tool for understanding can and of detailing our interpretive processes. In an effort to build a modal semantics of can that is grounded in situational, interactional, as well as grammatical details, we propose a tripartite interpretative framework which consists of the grammatical co-text of can, the sequential organization of talk, and ethnographic background.

This article addresses the usage of "you know" in naturally occurring interactional data from a functional-linguistic and conversationanalytic perspective. We suggest that "you know" is more than a lexical choice made by the speaker to express his/her unilateral communicative desires. It is a locally occasioned, emergent resource that both the speaker and the hearer draw upon to jointly structure information and to structure interaction. Our study differs from previous research in that we emphasize the importance of lexico-grammatical contexts and topical and conversational-sequential environments in which "you know" is used. Specifically, we argue that participants use "you know" to enhance the status of information in terms of saliency, importance, and newness, which in turn structures interactional participation in specific ways.

This article explores narrative activities in academic counseling encounters. It shows that academic counselors actively initiate, solicit, narrate, and collaborate on stories so as to display knowledge and expertise, assess and articulate students' counseling problems, and problematize otherwise nonproblematic situations. It suggests that narrative discourse is a resource for shaping knowledge, role identities, and problemsolving activities specific to the counseling setting. This article considers conversational stories as deeply situated within the interactional and institutional processes. By highlighting the narrative nature of both the counselor's and the student's talk and by documenting the counselor's narrative counseling strategies, it also extends existing research on conversational stories in interview settings, which focused on responses to interview questions. Illustrative data are drawn from video- and audiotaped, one-to-one academic counseling encounters that took place in an American university.(Linguistics)

This article examines the interactive, reflexive organization of talk and its institutional contexts. Drawing on carefully transcribed audio and video data from academic counseling encounters at an American university, and using conversation analysis and ethnography as major analytical tools, it investigates how the practice of withholding certain information or opinion at an expected moment reconstructs the university institutional order. It details the sequential organization of the practice of withholding, in which a turn of speaking taken by the student counselee projects but is not followed by a relevant next turn by the counselor. It argues that, through avoiding a sequentially relevant next turn, academic counselors embody various institutional contingencies, and the negotiated nature of the give and take of advice constitutes the occasion‐specific institutional identities of the participants.

Applying the functional approach to language developed by Halliday and Hasan, this study delineates the criterial and characteristic features of language used in 13 peer review letters from a graduate seminar by native speakers of English, with an average length of 300–350 words. Examining discourse goals, global text structure, obligatory and optional elements, sequence and co-occurrence of discourse elements, verb types, modalized directives, and lexical choice, this article demonstrates that peer review texts are shaped by the institutional and situational contexts within which they are embedded, and at the same time contribute to these contexts. (Genre studies, interactive discourse analysis, written communication, systemic linguistics, peer review, classroom discourse)

1. Preface (by Celce-Murcia, Marianne) 2. Language Proficiency Interviews: A Discourse Approach (by He, Agnes Weiyun) 3. 1. Language Proficiency Interviews and Conversation 4. Re-analyzing the OPI: How Much Does It Look Like Natural Conversation? (by Johnson, Marysia) 5. Evaluating Learner Interactional Skills: Conversation at the Micro Level (by Riggenbach, Heidi) 6. What Happens When There's No One to Talk to? Spanish Foreign Language Discourse in Simulated Oral Proficiency Interviews (by Koike, Dale A.) 7. 2. Turns and Sequences in Language Proficiency Interviews 8. Answering Questions in LPIs: A Case Study (by He, Agnes Weiyun) 9. Framing the Language Proficiency Interview as a Speech Event: Native and Non-Native Speaker's Questions (by Moder, Carol Lynn) 10. Miscommunication in Language Proficiency Interviews of First-Year German Students: A Comparison with Natural Conversation (by Egbert, Maria M.) 11. Knowledge and Communication in Language Proficiency Interviews 12. Knowledge Structures in Oral Proficiency Interviews for International Teaching Assistants (by Mohan, Bernard A.) 13. The Use of Communication Strategies in Language Proficiency Interviews (by Yoshida-Morise, Yumiko) 14. Meaning Negociation in the Hungarian Oral Proficiency Examination of English (by Katona, Lucy) 15. 3. Language Proficiency Interviews as Cross-Cultural Encounters 16. Maintaining American Face in the Korean Oral Exam: Reflections on the Power of cross-Cultural Context (by Davies, Catherine Evans) 17. Confirmation Sequences as Intercational Resources in Korean Language Proficiency Interviews (by Kim, Kyu-hyun) 18. Divergent Frame Interpretations in Oral Proficiency Interview Interaction (by Ross, Steven) 19. "Let Them Eat Cake!" or how to Avoid Losing Your Head in Cross-Cultural Conversations (by Young, Richard) 20. Index of Names 21. Index of Topics

Cet article traite de l'usage qu'il est fait du langage au sein d'organisations institutionnelle, l'etude est basee sur des donnees receuillies aupres de conseillers d'orientation d'une universite americaine.

This paper explores ways in which expert and novice roles are constituted and maintained in an academic counseling encounter. By characterizing the counseling meeting as a socializing, problem-solving event and using both functional linguistics and discourse analysis as our methodological tools, we describe how the counselor' and the student mark stance through linguistic choices such as polarity, modality, superlatives, and reported speech. We also argue that the practice of withholding is an important means for both participants to create a zone of proximal development for whoever of them is the less expertized and that such a practice plays an important role in the power dynamics of the academic counseling encounter.

Issues in Applied Linguistics Vol. 1 No. 2 seen more as the transmission of content as one progresses through the secondary and tertiary sectors. Unlike in cognitive science and the study of education, the practical traditions of post- secondary education do not sufficiently recognize that discourse processes seem to go hand in hand with cognitive processes. As long as this is so, learning will continue to be more difficult than it need be for all learners, but especially for second language learners. John Clegg Language Teaching at Ealing London, U.K. A teacher and teacher-trainer, he College of Higher Education, divides his time between training teachers in local U.K. schools to work as cross-curricular language specialists and training teachers who work in English- is Head of the Division of English medium education overseas. Linguistics in a Systemic Perspective edited by James D. Benson, Michael J. Cummings, and William S. Greaves. x Philadelphia: John Benjamins Publishing Company, 1988. 441 pp. Amsterdam Studies in the Theory and History of Linguistic Science, Series IV, Current Issues in Linguistic Theory. General Editor: E.F. -f- Konrad Koemer. Reviewed by Agnes Weiyun He University of California, Los Angeles This collection of thirteen articles illustrates how a diverse range of linguistic interests and concerns (intonation, grammar and lexis, semantics, lexicography, discourse and semiotics, anthropology and artificial intelligence) are handled within the theoretical approach known as systemic functional linguistics, largely based on the work of M.A.K. Halliday. Readers unfamiliar with systemic linguistics but with a fair knowledge of transformational generative theory will find here quite a different view of language. It is beyond both the scope of this review and the ability of this reviewer to conduct an in-depth comparison between systemic linguistics, on the one hand, and transformational generative theory, which has largely been concerned with sentences rather than with texts and text/context relations, on the other. However, an attempt will be made to highlight some of the ways in