Towards a Definition of Discourse Community

Many theorists and researchers such as Wenzlaff and Wiesemand (2004), Hoffman-Kipp, Artiles and Lopez Torres (2003) and Kelly-Kleese (2001, 2004) have attempted a definition of discourse community. Namely, Brizzel (1986) explained the term as “a group of people who share certain language-using practices…[that] can be seen as conventionalised by social interactions within the group and in its dealing with outsiders ” (p.222). Swales (1990) defines some criteria in order to consider a discourse community as such:

1. Common goals
2. Participatory mechanisms
3. Information exchange
4. Community-specific genres
5. Highly specialised terminology
6. High level of expertise.

These characteristics have been supported by various authors such as Wenzlaff and Wiesemand (2004) who identified some of these criteria. In their paper, they looked at reflection and sharing views and experiences with other teachers as a way to support teacher professional development. They explained the term ‘teacher learning’ by stating that through the participation in professional communities teachers get the opportunity to work with colleagues, to carry out reflective work and to contribute to the common goals of the group. More evidence in favour of Swales’ (1990) criteria can be found in a research article by Hoffman-Kipp, Artiles and Lopez Torres (2003). They mainly emphasise the idea that reflection is the key to improve teachers’ professional development. The authors express that “teacher reflection is comprised of self awareness often achieved through introspection – both in the moment and after- through journals, scrapbooks, or other repositories of personal experience” (p.3). As it can be seen, in their work there is great support to Swales’ ideas of common goals, participatory approaches and information exchange.

More evidence can be found in two papers written by Kelly-Kleese (2001, 2004). She states that the community college should be considered as a discourse community. This can be supported by the idea that the members of the community college “ share understandings about how to communicate knowledge and achieve shared purposes, and they exhibit a flow of discourse that has a particular structure and style” (2004, p.2). She also clarifies that “the community college can be seen as adopting language that has been given particular meaning within the larger education community” (p. 2). In the same line of thought, Hoffman-Kipp, Artiles and Lopez-Torres (2004) agree on the fact that a situated learning community talks via a “social language” which is to be transformed by teachers (p.7).

All in all, it can be clearly seen that various authors support Swales’ characteristics of discourse communities. It is of paramount importance to have a clear definition of what a discourse community is and what it implies to be part of one. As teachers and professionals, it is essential to understand this concept which implies continuous professional development. From the different articles and authors mentioned, there is enough evidence that supports those features. As a consequence, it is possible to believe that teachers should promote and achieve professionalism, so as to extend knowledge in order to better perform in discourse organisations in the field of education.

References

Bisel, P (1995). Academic discourse and critical consciousness. Pittsburgh, PA: University of Pittsburgh Press


Hoffman-Kipp, P., Artiles, A. J., & Lopez Torres, L. (2003). Beyond reflection: teacher learning as praxis. Theory into Practice. Retrieved September 2011, from http://findarticles.com/p/articles/mi_m0NQM/is_3_42/ai_108442653


Kelly-Kleese, C. (2001). Editor’s Choice: An Open Memo to Community College Faculty and Administrators. Community College Review. Retrieved September 2011, from http://findarticles.com/p/articles/mi_m0HCZ/is_1_29/ai_77481463


Swales, J. M. (1990). Genre Analysis: English in academic and research settings. Cambridge, UK: Cambridge University Press.


Wenzlaff, T. L., & Wieseman, K. C. (2004). Teachers Need Teachers To Grow. Teacher Education Quarterly. Retrieved September 2011, from http://findarticles.com/p/articles/mi_qa3960/is_200404/ai_n9349405