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Programma en keynotes

Het Programma 2018,  lijst met posters zijn in pdf te downloaden. Het programmaboekje inclusief abstracts is ook in pdf beschikbaar: Programmaboekje 2018 0413.

De Anéla/VIOT Juniorendag zal aanvangen met een plenaire lezing, gevolgd door een reeks parallelsessies waarin studenten, net afgestudeerden en promovendi hun onderzoek presenteren. Tijdens de lunch is er een postersessie. Na de lunch worden de parallelsessies hervat en vervolgens wordt de dag afgesloten met een tweede plenaire lezing. Aansluitend vindt er een borrel plaats waarop de Anéla-VIOT scriptieprijs en de prijs voor de beste poster zullen worden uitgereikt.

Alle activiteiten vinden plaats in het Dantegebouw, Warandelaan 2 te Tilburg.

De plenaire lezingen zullen worden gehouden door:

  • Prof. dr. Jos Swanenberg (Tilburg University), “Out of order”. Authenticity and normativity in communication at school
  • Dr. Wyke Stommel (Radboud Universiteit), The use of metacommunication in online chat counselling

Zie abstracts hieronder

“Out of order”. Authenticity and normativity in communication at school

Prof. dr. Jos Swanenberg (Tilburg University)


In this presentation I will address the question how children of school age deal with different language varieties and repertoires in different contexts of time and place? During the earlier years pupils and their teachers negotiate, either explicitly or implicitly, what language variety should be used in which situation. Standard Dutch obviously is the language for instruction, albeit regional accents and vocabulary may be part of that language in class. Local dialects can be used in specific situations, for comfort, corrective measures on undesired behavior and for specific clarification.

When children grow up and become adolescents, the diversity of their language use increases. Especially in conversations outside the class room, their vernacular contains dialect features, language innovations, and features from foreign languages. Interlocutors use language in a way that may be declined in other contexts as inauthentic and incorrect. Furthermore, their language practices are reflected upon, mocked, ridiculed and used for teasing (cf. Jaspers 2005).

Language use of this type is not a matter of shifting between languages or registers. It is constantly changing and it draws upon a great variety of repertoires, some of which the students may not even be conscious of. On the other hand they will correct each other when speaking the “wrong” language variety in a certain context.

This indicates that authenticity and normativity are not abandoned all together. Authenticity and normativity are differently and flexibly applied, according to concrete contexts, defined by space and time. Bakhtin (1981) coined the term “chronotope” to point towards the inseparability of time and space in human social action and the effects of this inseparability on social action. When specific patterns of social behavior belong to particular chronotopic configurations, they “fit”, while when they don’t they are “out of place” or “out of order” (see Blommaert 2015).

In some instances even personal identities will be questioned. Not only language behavior but even a person may be out of order. Heterogeneity and flexibility are the norm and it seems that the roles, identities and linguistic performances of our participants are constantly subject to change.

Bakhtin, M.M. (1981) The Dialogic Imagination (ed. M. Holquist). Austin: University of Texas Press.

Blommaert, J. (2015) Chronotopes, scale and complexity in the study of language in society. Annual Review of Anthropology 44: 105–116.

Jaspers, J. (2005) Doing ridiculous: linguistic sabotage in an institutional context of monolingualism and standardisation. Language and Communication 25: 279–297.

The use of metacommunication in online chat counselling.

Dr. Wyke Stommel (Radboud Universiteit)

Online counseling is considered a valuable alternative to face-to-face treatment and seems to be as effective as traditional forms of counselling. However, a need for empirical evidence remains to better understand the unique mediating and facilitative variables of various types of online counseling processes and strategies. One strategy, recommended in case of communication problems, is metacommunication, i.e. to state what happens during the interaction. This strategy is included in the main handbook on online counseling used in the Netherlands. However, in earlier research into chat counselling, we found no instances of metacommunication when a communication problem occurred. The question is therefore: when do counsellors use metacommunication and how does it work?

In this lecture, I present an analysis of metacommunication as a strategy to respond to interactional trouble in online counseling of the “helpline” type (single chat sessions). Data were derived from two corpora: 197 chat sessions of the Dutch information chat service on alcohol and drugs and 348 chat sessions from a Dutch general chat help service. The theoretical and analytical framework of conversation analysis (CA) was used to analyze the data. First, the analysis shows that metacommunication is used rarely. Clients tend to log out from problematic sessions, often even before the counselor is able to identify interactional trouble at all. This means online counselors operate under the constant risk of clients’ disengagement. Second, we identified and described three metacommunicative practices counselors use to respond to problematic interaction: 1) Self-criticizing 2) Accusing and 3) Explaining. We conclude that although metacommunication can be useful to restore the relationship with the client when it is self-criticizing, it can also be counterproductive to deal with problematic interaction when the counselor accuses the client of being unwilling to receive advice.