This is the 9th annual conference on Discourse Analysis in Educational Research. Three of the previous conferences have been held at The Ohio State University and three have been held at Indiana University. The heart of the conference are small group sessions devoted to sharing and discussing work-in-progress.
Here’s how the work-in-progress groups work. Each person at the conference is assigned to a work-in-progress group. Each person in the group is given 30 minutes. In that 30 minutes the person shares their work-in-progress focusing attention on one or two particular issues or questions with which he/she is struggling. She/he should include some of the data they have collected perhaps a video or audio recording, a transcript or other data. She/he should take no more than 15 minutes to present (the moderator will stop the presentation at 15 minutes). Then, everyone in the group discusses the questions and issues raised, explores the data, etc. The members of the work-in-progress group stay together for the conference. The key to the work-in-progress groups is to focus on perplexing issues and questions that invite authentic conversation among the group members.
In addition to work-in-progress groups, the conference also includes keynote panel discussions, and lots of informal time for talking, smoozing and “breaking bread” together.
To encourage conversation and a friendly, intimate atmosphere, the number of participants is limited. If you are interested in participating in the conference, please contact us at cveda.osu@gmail.com (inactive). If there is space we would be happy to include you. Please note, given the nature of the conference we ask that participants commit to attending the full conference.
If you have any questions about the conference, please contact us at cveda.osu@gmail.com (inactive)
Food and Hotels
The weekend of May 16th – 18th is an exciting week for the city of Columbus. Due to the increase in volume for hotel bookings during this period of time, we have included an updated list of hotel blocks, rates and locations available. Hotel rooms can be reserved by clicking on the link and following the prompts, or by contacting the hotel directly through the phone number provided. To receive block rates, please reserve your rooms by April 25th.
| Hotel, Address | Address, Phone | Location | Rate | Code | To make reservation |
|---|---|---|---|---|---|
| Crown Plaza | 33 East Nationwide Columbus, OH | Downtown Columbus | $185 | DAC | (614) 461-4100 |
| University Plaza Hotel | 3110 Olentangy River Rd., Columbus, OH | Campus | $129 | DISC | (614) 267-7461 |
| Siebert Hall (campus housing, community restrooms w/ private lockable stalls), Ohio State University | 184 West 11th Ave., Columbus, OH 43210 | On Campus | $60 single; $28 double | — | Contact Leah Burch at 614-688-0261 or by email at burch.56@osu.edu |
| Red Roof Inn | 7480 North High St, Columbus, OH 43235 | Worthington | $53.99 | b310dac516 | (614) 846-3001 |
If you need help in reserving a hotel room or if you would like “local knowledge” about any of the hotels, please feel free to contact Heather Hill at hill.1379@osu.edu
Local Restaurants
- Cap City Diner: Cap City offers a classic diner atmosphere and a delicious selection of foods. They offer a wide selection of food including classic diner food (burgers, fries, fried fish, flatbread), an assortment of salads and pasta dishes as well as nightly specials. My favorite is the Romano Crusted Chicken! The restaurant has a lively outdoor patio where you can enjoy your meal and take in some fresh Ohio air. There are a couple locations, but if you’re staying close to campus, you’ll want to go to the one on Olentangy Rd. Parking is easy and free!
- Betty’s Fine Foods and Spirits: Betty’s offers a great selection of food for all eaters. Many of the meals can be made vegan or vegetarian upon request, and they have a commitment to including local produce whenever possible. Betty’s beer selection is one of the best, including some Ohio brews, on tap and in bottle. It can be tough to find a seat, but if you land one, you’re in for a delicious ride!
- Tip Top: Midwestern fare and a lively bar scene. Their tap beers can be a bit rank (I suspect they don’t clean their hoses often enough). Owned by the same women who owns Betty’s, Surly Girl, The Jury Room, and that hot dog place. People really come to Tip Top for the Sweet Potato Fries. That’s what they are famous for.
- El Vaquero: An Ohio original, El Vaquero offers delicious Mexican cuisine at a number of convenient locations. Chips and salsa at every table—YUM! They have over 100 menu items, so if you’re an indecisive eater, make sure to read the menu in advance. Parking at each of the locations is easy and free!
- Martini’s: Martini’s is an upscale restaurant. It has excellent food, fish, meat, etc. but it can be a bit pricey, crowded, and noisy.
- Lemongrass: Asian style cuisine in the short north. Nice and well priced. Nothing exceptional but people like it.
- Happy Greek: The Happy Greek is an informal Greek restaurant that has wonderful food, traditional Greek dishes. Vegetarians will also find many dishes that will appeal to them.
- Rigby’s: The owner of Rigsby’s is somewhat of a local food personality. In addition to Rigsby’s he owns a the café Tazi and a gallery space which often hosts events. This is one of Columbus’ top restaurants so can be a bit pricier than other options on the Short North, but has a lovely chic ambience and a not too pretentious cocktail list. Good food, good drinks, and my favorite option is to sit at the bar for a drink and small plates to people watch.
- Union Bar and Food: I have eaten at 3 of the four places in the Ohio Union (South 1739 North High Street). The Union Market food court offers a selection of Sandwiches, Entrees, Pastas, Wraps, Ice Cream, Pizza Soup, Subs, Sushi, Fruit, and has an excellent Salad Bar which I highly recommend. I have on several occasions, had a quick coffee to go from Espress-OH where one can get coffee, tea and a selection of pastries. Sloopy’s Diner, offers breakfast, sandwiches and dinner and has great ambiance for one to hang out in a relatively quiet place. Woody’s Tarven is very lively and people can relax to various kinds of beer and good conversation.
- Elevator Brewing Company: If you like breweries this one if fun! Good menu selections and nice micr0-brews to try. Fun place to socialize but can be a touch loud depending on the night/crowd.
- North Market: Open until 7:00pm Tues-Friday, 5:00pm Sat & Sun and select Mondays. This is a fun place to wander and put meals together or hit up a restaurant. Check out their website for more details: http://www.northmarket.com/market/merchants/
- Surly Girl Saloon-Surly Girl Saloon offers “comfort food made with love and served with a side of sass.” My favorite appetizer is their Frito Pie—can’t go wrong ordering a few of these if you’re dining with friends. The cupcakes are fantastic so save room (or head here for dessert!). It’s usually easy to get a seat, but parking can be a challenge. Look on the side streets, or for one of the public lots with meters.
Participants
- Diana Agy, Eastern Michigan University
- Examining Discourse Patterns Writers Bring to Class
- Rick Bacon, University of California, Santa Barbara
- Unanticipated challenges faced by researchers engaged in ethnographic studies of everyday life of learning in classroom
- Paul Badenhorst, Pennsylvania State University
- ‘Race’ Talk As Carnival: Charles Ramsey And The Little Pretty White Girl
- Douglas Baker, Eastern Michigan University; Patricia Baquedano-Lopez, University of California, Berkeley
- Rethinking Maya indigeneity: Representations and the urban imaginary of the Yucatan – San Francisco diaspora
- Marlene Beierle, The Ohio State University
- Middle School Students Adapting Academic Literacy Practices as They Make Meaning from Complex Texts
- Mollie Blackburn, The Ohio State University
- Teachers and Adolescents Discussing LGBT-Themed Graphic Novels: Implications for Expanding Experiential Meaning Potential
- David Bloome, The Ohio State University; Maureen Boyd, University at Buffalo
- Second grade Morning Meeting talk: In service of dialogic citizenship
- Elisabeth Boyer, The Ohio State University
- Marion Reflective Analysis of Initial Science Teaching: Using Video as a Tool for Self-Reflection by Preservice Elementary Teachers
- Ayanna Brown, Elmhurst College
- “Don’t make me act my color!”: African American Literacies as a racial literacy
- Eileen Buescher, The Ohio State University
- Collaborative, Digital, Literary Archives: Student Resistance and Acceptance
- David Wandera Bwire, The Ohio State University
- Exploring Communicative Strategies in Intercultural Telecollaboration
- Gerald Campano, University of Pennsylvania
- “Deep Queens”: Coloniality and Immigrant Education
- Gilcinei Carvalho, Universidade Federal de Minas Gerais
- Literacy practices in rural areas: reading and writing in and out of school
- Laura Chávez-Moreno, University of Wisconsin
- Academic Language and Literacy Development among Bilingual Adolescents
- Monaliza Chian, University of California, Santa Barbara
- Math in Practice: Developing disciplinary knowledge by being a mathematician in a 5th grade bilingual classroom
- Caroline Clark, The Ohio State University
- Teachers and Adolescents Discussing LGBT-Themed Graphic Novels: Implications for Expanding Experiential Meaning Potential
- Linda Coggin, Indiana University
- Elementary School Students Real and Imagined Experiences to Make Sense of and Form New Perspectives of Their “Real” Lives
- Cathy Compton-Lilly, University of Wisconsin
- Analysis of metaphors in a review of family literacy
- Karen Curtin, The Ohio State University
- Japanese Politeness Behavior in a Level 2 Japanese Language Class
- Sharon Daley, Indiana University
- Hearing what they have to say; Pre-service teachers digital stories
- Danielle Dani, Ohio University
- Online discourse of preservice science teachers conducting inquiry investigations
- Tammi Davis, University of Louisville
- Experienced Teachers’ Voices: Who is Listening?
- Lin Ding, The Ohio State University Gabriela Dolsa, University of Texas, El Paso
- Exemplary dual language teachers’ translanguaging strategies and mediation of language and identity boundaries on the US-Mexico border
- Brian Edmiston, The Ohio State University Christian Ehret, Vanderbilt University
- Feeling Discourses? Problematizing Adolescents’ Embodied Reception of Digital Texts
- Patricia Enciso, The Ohio State University
- Gaps and imagination in reading: Working with discourse methods to understand reading ‘on its feet’
- Colleen Fairbanks, University of North Carolina, Greensboro Ariana Mangual Figueroa, Rutgers
- Conceptions of Citizenship Circulating among 5th-grade Immigrant Girls in Diaspora
- Sarah Gallo, The Ohio State University
- Deportation-Based Immigration Practices and Hybrid Language Learning Across Home and School Contexts
- Inmaculada García-Sánchez, Temple University
- Immigrant Children and Youth’s Narratives of Racialization in Educational Contexts
- Brette Garner, Vanderbilt University
- Good Math Problems: How middle-school mathematics coaches engage in a “real-world” task
- Maria Paula Ghiso, Teachers College
- “Deep Queens”: Coloniality and Immigrant Education
- Brent Goff, The Ohio State University
- Coming to the table: Using language to cultivate classroom responsibility
- Mileidis Gort, The Ohio State University
- Emergent Bilingual Children at Play: Negotiation and Meaning-Making in a Dual Language Preschool Emergent Bilingual Children at Play: Negotiation and Meaning-Making in a Dual Language Preschool
- Emergent Bilingual Children at Play: Negotiation and Meaning-Making in a Dual Language Preschool
- Judith Green, University of California – Santa Barbara Kris Gutiérrez, University of Colorado Ted Hall, Indiana University
- Reading the Dialects of Race in Culturally Diverse Contexts Reading the Dialects of Race in Culturally Diverse Contexts
- Reading the Dialects of Race in Culturally Diverse Contexts
- Mari Haneda, Pennsylvania State University
- Is ‘exploratory talk’ compatible with content knowledge teaching?
- Courtney Hanny, Pennsylvania State University
- The LSAT as boundary object? Dialogic representations of test and self among pre-law students
- Robert Heggestad, The Ohio State University
- “Gouged out eyes and bloody noses”: Engagement through paranormal exploration in adolescents’ multimodal compositions
- Felicia Hellman, University of California, Santa Barbara
- Designing for the Unknown: Studying New and Emerging Field of Future Thinking
- Heather Hill, The Ohio State University
- Construction of Time as Opportunities for Transcultural Repositioning in Theory of Culturally Relevant Instruction: Examining the Discourse of Literacy Instructors in a Children’s Defense Fund Freedom School
- Mary Beth Hines, Indiana University Ty Hollett, Vanderbilt University
- Affective entanglements of video gameplay at the library
- Huili Hong, East Tennessee State
- Improving English Language Learners’ Literacy Achievement and Teacher’s Literacy Instruction in STEM Content: A Dialogical Pedagogy
- Kathryn Howard, California State University – San Bernadino
- Teachers’ practices and student peer relationships at school
- Denise Ives, University of Massachusetts
- Finding Power in an Ideological Stance
- Jenny Jacobs, Harvard University
- Discoursing Social Identities in a Group Discussion among Ethnolinguistically Diverse Bilingual Middle School Youth
- Valerie Joo, The Ohio State University
- Learning English through Writing in ESL English Language Arts Class in High School
- Jennifer Kahn, Vanderbilt University
- Student Hybrid Discourse Structures: Describing and Narrating an Animated Graphic Representation
- Greg Kelly, Pennsylvania State University
- Framing engineering practices in elementary school classrooms
- Hyun Kyung Kim, The Ohio State University
- Literacy as a Discursive Social Practice: A Study of Academic Reading and Writing Practices in the Secondary ELL Classroom
- Juhi Kim, The Ohio State University Jungsook Kim, The Ohio State University
- A Critical Discourse Analysis of Language Ideologies Embedded in a University English program
- Min-Young Kim, The Ohio State University
- When is Argumentation Dialogic? Dialogic and Monologic Construction of Argumentation in Two 5th Grade Text-based Discussions : A microethnographic approach to discourse analysis
- Eva Lam, Northwestern University
- Multimodal voicing and scale making in youths’ video documentaries on immigration
- Jennifer M. Langer-Osuna, University of Miami
- Coordinating power plays and mathematical work during student led collaborative problem solving
- Joanne Larson, University of Rochester
- “What do you mean by soft?”: Building relationships in participatory action research
- Eunjeong Lee, Pennsylvania State University
- Communicative practice of adult immigrants in the workplace: An ethnographic case study of an ethnic restaurant in the U.S.
- Yin Lam Lee-Johnson, Webster University
- Discourse analysis of TESOL Candidates’ Out-of-class Learning in New York City
- Kevin Leander, Vanderbilt University Jessica Nina Lester, Indiana University
- Exploring Embodied Identities in Reading Talk
- Peter Licona, Pennsylvania State University
- Constructing Scientific Explanations in an English/Spanish Bilingual Middle School Classroom
- Todd Lilly, University of Wisconsin
- Don’t Get Smart: Tracing The Dialogic Literacy Development of a Teenage Hysteric
- Katherine Mortimer, University of Texas – El Paso
- Re-scaling mixed language in a Paraguayan school: Toward more heteroglossic language policy
- Elisabeth Miller, University of Wisconsin Monique Mills, The Ohio State University Leslie Moore, The Ohio State University
- Competing orientations to Arabic in Qur’anic school interaction
- Danusa Munford, Universidade Federal de Minas Gerais
- Reading in an elementary school classroom: the role of play and imagination in science and Portuguese lessons
- George Newell, The Ohio State University
- How Instructional Conversations Shape Students’ Argumentative Writing: Tracing the Construction of Evidence Using a Writing System Approach
- Hyon Ju Oh, The Ohio State University
- Positioned identity and power relations in a group activity of reading comprehension in high school ELL classroom
- David Paulson, Temple University
- A ‘Symphonic’ Approach to Linguistic Transcription
- Nathan Phillips, University of Illinois – Chicago
- Remix-in-Process: Youth Remixes of Television News Arguments Made with Interactive Maps
- Christy Wessel Powell, Indiana University
- Schools on Film: Documentary Depictions of What’s Right, Wrong, and Going On in Education
- Debbie Rowe, Vanderbilt University
- The Multimodal Construction of Graphic Symbols in Early Childhood
- Laura Roy, Pennsylvania State University SangHee Ryu, The Ohio State University
- Constructing Evidence in a 12th Grade Instructional Conversation
- Kimberly Santiago, The Ohio State University
- Narrative, Entitlement, and Storytelling in the Teaching and Learning of Science in a Fourth Grade Classroom
- Christian Schmieder, University of Wisconsin
- Teachers perceptions of games and gamers
- Jenny Seelig, University of Wisconsin
- Discourses of Rurality in State Educational Policy
- Lisya Seloni, Illinois State University
- Cultural historical activity theory as a way of analyzing translingual texts: A textographic analysis of a Colombian art historian’s thesis writing
- Sirad Shirdon, The Ohio State University
- A teacher’s construction of literacy communities in a Somali-centric kindergarten classroom
- Kely Souto Silva, Universidade Federal de Minas Gerais
- Reading in an elementary school classroom: the role of play and imagination in science and Portuguese lessons
- Claudia Starling, Universidade Federal de Minas Gerais
- Scientist’ Congress: learning new ways of talking in 3rd grade science lessons
- Azure Stewart, University of California, Santa Barbara
- A Tale of Two Disciplines: How researchers enter a new discipline of study
- Ethny Stewart, University of California, Santa Barbara
- A Tale of Two Disciplines: How researchers enter a new discipline of study
- Kris Stewart, University of Wisconsin
- Power, Privilege, and Positioning Inherent in the English Language Arts Standards of the Common Core: A Critical Discourse Analysis Approach
- Theresa Stone, University of California, Berkeley
- Institutional Limits of Social Justice through a Grammar of Whiteness
- Marina Tavares, Universidade Federal de Minas Gerais
- A Visit Of Students Indigenous to A Museum: Situations Of Flux And Interdictions Of Discourses
- Amie Thurber, Vanderbilt University
- Clarity around the question: Possibilities for participation in participatory research
- Grant Van Eaton, Vanderbilt University
- A Multispatial Analysis of Representation Creation while teaching with a Digital Learning Game
- Patricia Venegas, University of Wisconsin Timothy Vetere, Pennsylvania State University
- Competing and Resisting Language Ideologies: Family Language Practices and Policies in Preschool Bilingual Acquisition
- Ginger Weade, Ohio University
- Social and Discursive Practices in PDS Classrooms: Observations of Teacher Candidates Teaching with their Co-teaching Mentors
- Larkin Weyand, The Ohio State University
- The social construction of revision in a writing workshop
- Cynthia Williams, Educational Research and Consulting, PLLC
- “God don’t like Hypocrites:” Race, Language and Cultural Challenges of an African American Student
- Karen Wohlwend, Indiana University
- Tweens, Digital Doll Play and Monster High: Cultural Imaginaries of Girlhoods
- Connie Workman, The Ohio State University
- Peer Talk About Literature
- Courtney Wright, University of Tennessee – Knoxville
- Students’ Experiences of Academic Disappointment
- Mary Yee, University of Pennsylvania
- “Deep Queens”: Coloniality and Immigrant Education
- Ruilan Zhao, The Ohio State University
- The teaching and learning of discourse synthesis over time: Negotiation and construction of synthesis writing in a university L2 composition course