The discursive construction of place-identity: british lifestyle migrants in the Algarve

Tese dout., Philosophy, Lancaster University, 2011

The discursive construction of Portuguese national identity in the media thirty years after the 1974 revolution

Tese dout., Philosophy, Lancaster University, 2010

‘A true feeling of authentic portuguese golf'? The discursive construction of the Algarve region in portuguese golf websites

In an increasingly competitive global marketplace, the need for golf destinations to differentiate themselves from competitors has become more critical than ever. This paper raises questions about the promotional strategies employed by the golf sector in the Algarve, focusing on internet communication strategies, since this medium has become the biggest driving force towards the commoditisation of all aspects of the tourism experience. By offering a complementary perspective to the field of (critical) tourism studies, and drawing on a qualitative, multi-modal discourse analysis, this work-in-progress looks at the particular ways that representations and images presented on the Algarve golf websites constitute and frame identities (of people and places) and socio-spatial relationships. This paper analyses a corpus of 45 texts collected from official websites of the 40 Algarve golf courses and from five entities which promote the Algarve as a golf destination, along with the golf images that are displayed alongside them. Findings point to salient discursive and visual representations of a global setting enjoyed by the global elite. Whereas the courses‟ positioning in relation to their regional competitors draws on similar discursive strategies which reflect those used in tourism advertising discourses in general – e.g. reiteration of explicit comparisons, superlatives and hyperbolic statements -, representations of local emplacedness are not salient; in some cases local place seems to have been almost intentionally suppressed.

Interpretation of pictograms by 3rd grade pupils: the teacher’s role

In this paper we analyze how a primary school teacher (João) leads the discussion of a task in a grade 3 class aimed at reading and interpreting pictograms. The paper is part of a larger study that follows an interpretative and qualitative research methodology with a case study design. The results indicate that, in his teaching practice, the teacher strives to ask questions so that his pupils are not limited to the identification of categories of high and low frequency characteristic, that is, "reading the data", but also raises questions related to "reading between the data" and "beyond the data."

Exploring the linguistic landscape: the case of the ‘Golden Triangle’ in the Algarve, Portugal

Studies of the linguistic landscape (LL) are concerned with language in its written form, in the public sphere; language that is visible to all through texts such as billboards and other public signs. The LL is such a taken-for-granted part of our everyday experience that its importance as a form of social practice is often overlooked. Taking a mixed methods approach to the case of the linguistic landscape of the ‘Golden Triangle’, an area of tourist resorts which is gradually becoming a residential area in the Algarve, Portugal, I suggest that the discursive construction of a place is partly achieved through the highly visible texts of the LL which may also impact upon the discursive construction of the collective identities of those who inhabit the place.

An embodied approach to language: the role of bodily feedback in discourse processing

Theories of embodied cognition argue that language processing arises not from amodal symbols that redescribe sensorimotor and affective experiences, but from partial simulations (reenactments) of modality-specific states. Recent findings on processing of words and sentences support such a stance emphasizing that the role of the body in the domain of language comprehension should not be overlooked or dismissed. The present research was conducted to extend prior work in two important ways. First, the role of simulation was tested with connected discourse rather than words or sentences presented in isolation. Second, both “online” and “offline” measures of discourse comprehension were taken. In Experiments 1 and 2 participants’ facial postures were manipulated to show that preparing the body for processing of emotion-congruent information improves discourse comprehension. In Experiment 3 the direction of body posture was manipulated to show that implicit properties of simulations, such as spatial dimension or location, are at least somewhat involved in processing of large language segments such as discourse. Finally, in Experiments 4 and 5 participants’ body movement and body posture were manipulated to show that even understanding of language describing metaphorical actions physically impossible to perform involves constructing a sensorimotor simulation of the described event. The major result was that compatibility between embodiment and language strongly modulated performance effectiveness in experiments on simulation of emotion and metaphorical action. The effect of simulation on comprehension of discourse implying spatial dimension was fragile. These findings support an embodied simulation account of cognition suggesting that sensorimotor and affective states are at least partially implicated in “online” and “offline” discourse comprehension.