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mw. dr. H.R. (Jet) van Dam van Isselt

Faculteit der Geesteswetenschappen
Capaciteitsgroep Engelse taal en cultuur
Fotograaf: onbekend

Bezoekadres
  • Spuistraat 134
Postadres
  • Postbus 1641
    1000 BP Amsterdam
Contactgegevens
  • Profile

    Gastonderzoeker/Guest researcher

    ACLC      Amsterdam Centre for Language & Communication
    University of Amsterdam
    Research Group Institutional Discourse

    Guest Editor Special Issue

    Currently  I am guest editor of a special issue of the open access journal Languages, together with Anne Bannink. 
    Title of the issue: Institutional Discourse and the Covid-19 Pandemic: Challenges and Opportunities. 
    Below the call for papers:  
    Call for Papers       

    Research Interests

    Classroom Discourse  Institutions are talked into being. My interest in formal discourse analysis originated in my work as a teacher & teacher trainer and my search for a coherent framework to describe, on a moment-by-moment basis, how insiders co-construct what relevantly happens in complex classroom situations. Where is 'the lesson' in all this talk? How do teachers and learners know 'where they are'  at a particular moment in the flow of talk or activities - especially after 'other business'  (interruptions; embeddings) have had the floor? For my PhD (1993) I zoomed in on two first English (EFL) lessons in a Dutch secondary school. I used  Polanyi & Scha's Linguistic Discourse Model (1983; 1988) -  and, of course,  multimodal data - to trace how insiders process the nonlinear moves (POP/PUSH) that lessons at school  (like most other discourse genres) are prone to. I called this attempt to model classroom data the 'Classroom Machine' (see link PhD; ch.3) : a metaphor to trace and model the (re)framing practices (online context changes) that participants in MP classroom situations orient to when making sense of each other's behaviour in class.  

    See: Jet van Dam van Isselt (1993)  "Her name is - uh dat weet ik niet"  Authenticity in the L2 classroom. PhD, University of Amsterdam. Link to separate chapters: UvA-DARE-PhD page
    See also: Bannink & Van Dam 2006; Van Dam & Bannink 2017.

    Ecology of Language Acquisition. This UC-LOT project originated in close collaboration with Claire Kramsch, Jonathan Leather, and Leo Van Lier. It addressed the tension between static closed-system models of Language Acquisition and a growing attention to its situatedness: the acquirer's extensive interaction with their environment - spatial, social, cultural and so on. Research Workshops were held in Amsterdam and Berkeley on integrated approaches to language acquisition and language socialization (Ecology of Language Acquisition).

    See also: Claire Kramsch (ed.)(2002) Language acquisition and language socialization; ecological perspectives. London/New York:Continuum.
    Jonathan Leather & Jet Van Dam (eds.) (2003) Ecology of Language Acquisition. Amsterdam: John Benjamins

    Competences in Context (CiC) E-learning. Together with Anne Bannink I initiated two video-based learning environments for UvA teachers and students:  'Competences in Context'  (CiC) for university teachers and 'Interactie in de klas' respectively. In selected videotaped episodes from live lectures and seminars taught by expert  teachers, key moments in the transmission of skills or the management of complex multiparty situations were identified and annotated for the benefit of less experienced colleagues. 

    Educational Ethnography: Everyday Practices. In this project Anne Bannink and myself developed a learning environment for the analysis of task-oriented interactions at school and at the university.  Competencies in Context, an electronic tool for novice university teachers, applies theoretical (discourse) notions to authentic video data: actual lectures taught by experienced teachers at the University of Amsterdam.  The website is used as teaching material in the BKO (Basic Teacher Qualification) course.

    See also: J. van Dam van Isselt (2009). Mixed genres in lecture room discourse. In Botma, Bert and Jacqueline van Kampen (eds.) Linguistics in the Netherlands 2009, pp.39-50. Amsterdam: John Benjamins.

    Anthropology of Education As a visiting scholar at the Stanford University School of Education (invited by Ray McDermott) I became increasingly interested in micro-ethnographic studies and anecdotal data. This resulted in lectures and publications based on a longitudinal  school diary co-authored by two teenage Dutch girls in the 1970s. A chapter in Ecology of language acquisition (2002) is devoted to these data and more in particular the language play that routinely, often collusively, goes on in classrooms. An article in Dutch, in Biografie Bulletin (2009), shows that language play is intimately related to discovering a new sense of identity - and to learning.

    See also: Jet van Dam and Anne Bannink (2017) The first English (EFL) lesson: Initial settings or the emergence of a playful classroom culture. In Bell, Nancy (2017) Multiple perspectives on language play; pp. 245-281. The Hague: De Gruyter, Mouton.

    Selected Publications

    Discourse Structure; Classroom  Discourse 
    van Dam van Isselt, H.R.   (1993),   " Her name is - uh dat weet ik niet"; Authenticity in the L2 classroom.  PhD dissertation, University of Amsterdam. UvA-DARE-PhD page  
    Bannink, A. & Van Dam, J. (2006),  A dynamic discourse approach to classroom research.   Linguistics & Education, 17(3), 283-301.
    van Dam van Isselt, Jet (1995), Participant structure and the online production of discourse context.
    In: den Dikken, M. & K. Hengeveld (Eds.) Linguistics in the Netherlands 12 ( pp. 61-73). Amsterdam: John Benjamins.
    van Dam van Isselt, H.R. (1995), Where's the lesson in all this talk? Structural features of classroom floors.
    In: Huls, E. & J. Klatter-Folmer (Eds.) Artikelen van de Tweede Sociolinguistische Conferentie  (pp125- 138). Delft: Eburon.  
    van Dam van Isselt, H.R.(1998) Stemmen in de klas: structurele dimensies van sprekersrollen.  Toegepaste Taalwetenschap in Artikelen , 58, 193-201. 

    Language acquisition in context
    Leather, J. & J. Van Dam (Eds.) (2003). Ecology of Language Acquisition . Amsterdam: Kluwer Academic Publishers.
    Leather, J.   & J. Van Dam (2003). Towards an ecology of language acquisition. In: Ecology of Language   Acquisition (chapter 1,   pp. 1-31). Amsterdam: Kluwer Academic Publishers.
    van Dam, J. (2002). Ritual, face andplay in a first English lesson: bootstrapping a classroom culture. In: Kramsch, C. (Ed.), Language Acquisition, Language Socialization: Ecological Perspectives (pp. 237-266). London: Continuum Publishers.

    Teacher Education 
    Bannink, A. & Van Dam, J. (2007) Premature closure and guided reinvention: A case study in a web based environment, Teachers and Teaching: Theory and Practice, vol.13, 6, 565-586.
    Bannink, A. & Van Dam, J. (2007), Bootstrapping reflection on classroom conversations, Evaluation and Research in Education, 20(2), 81-100.

    Anthropology of Education
    van Dam, J. (2003). Language acquisition behind the scenes: Collusion and play in educational settings. In:   Leather, J. & J. Van Dam (Eds.)(2003), Ecology of   Language Acquisition (pp. 203-221).

    Selected Lectures
    A collusive school diary: 'chatting avant la lettre'. Ethnography of Comunication Conference, June 2012 Omaha (USA)
    What counts as acquisition data in educational settings?  Language Ecology: an Interdisciplinary Symposium (UC-Berkeley)

    A Dynamic Discourse Approach to Classroom Research

    Bootstrapping Reflection on Classroom Conversations

  • Publicaties

    2017

    • van Dam, J., & Bannink, A. (2017). The first English (EFL) lesson: Initial settings or the emergence of a playful classroom culture. In N. Bell (Ed.), Multiple Perspectives on Language Play (pp. 245-280). (Language Play and Creativity; Vol. 1). Berlin: De Gruyter Mouton. https://doi.org/10.1515/9781501503993-011 [details]

    2013

    2009

    2007

    • Bannink, A., & Van Dam, J. (2007). Bootstrapping reflection on classroom interactions: discourse contexts of novice teachers' thinking. Evaluation and Research in Education, 20(2), 81-99. https://doi.org/10.2167/eri400.0 [details]
    • Bannink, A., & Van Dam, J. (2007). Premature closure and guided reinvention: a case study in a web-based learning environment. Teachers and Teaching: theory and practice, 13(6), 565-586. https://doi.org/10.1080/13540600701683499 [details]

    2006

    2016

    • Bannink, A. (Author), & van Dam van Isselt, J. (Author). (2016). Competenties in Context. Web publication/site, Retrieved from http://www.cic.humanities.uva.nl/ [details]
    • van Dam van Isselt, J., & Bannink, A. (2016). Bending the rules: language play, creativity and iconicity in a learners' school diary. In A. Bannink, & W. Honselaar (Eds.), From variation to iconicity: festschrift for Olga Fischer on the occasion of her 65th birthday (pp. 85-103). Amsterdam: Uitgeverij Pegasus. [details]

    2009

    • van Dam van Isselt, J. (2009). Spelen met identiteiten: het schooldagboek van twee tieners, 1971-1974. Biografie Bulletin, 19(1), 13-21. [details]
    This list of publications is extracted from the UvA-Current Research Information System. Questions? Ask the library or the Pure staff of your faculty / institute. Log in to Pure to edit your publications. Log in to Personal Page Publication Selection tool to manage the visibility of your publications on this list.
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