Verbal/Visual Narrative Texts in Higher Education

The Editors: Martin Solly is Associate Professor of English Language and Translation at the Faculty of Education of the University of Florence, Italy.Michelangelo Conoscenti is Professor of English Language and Translation at the Faculty of Political Science of the University of Turin, Italy.Sandra Campagna is Associate Professor of English Language and Translation at the Faculty of Economics of the University of Turin, Italy.

• Contents: Martin Solly: Introduction – David Block: Narrative, Identity and Interviews: A Personal Reflection on Key Constructs and Analytical Practices – Lawrence M. Solan: Talking like a Person, Thinking like a Lawyer (and Vice versa) – Davide Simone Giannoni: Biomedical Laboratory Narratives: Linguistic and Disciplinary Traits – Ying Danjun/Huang Aifeng: Narratives in Interaction: Co-constructing Teacher Identity within Classroom Discourse – Martin Solly: Narrative and Identity in Contemporary Language Learning Policy – Robin Goodfellow: Digital Literacies: Texts, Knowledge and Power in Higher Education – Carey Jewitt: A Multimodal Take on School English – Sandra Campagna: The Truman Show of the High-fliers Market: a Case Study of Educational Identity – Margaret Rasulo: The Concept of ‘Identity Formation’ within Online Professional Learning Communities – Anthony Baldry: What is Multimodality for? Syllabus Construction in English Text Studies for Communication Sciences – Felix Banda: Contrasting Discourse Practices and Interaction Strategies among Urban and Rural Black Students in English Tertiary Education Contexts in South Africa – Robyn Woodward-Kron: Learner Medical Discourse and Intercultural Clinical Communication: Towards a Contextually Informed Teaching Framework – Michelangelo Conoscenti: Intercultural Issues in a Virtual Diplomacy SIG: A Discourse Analysis Approach – Maria Cristina Paganoni: Local and Global Identity on News Sites: Al Jazeera’s English-language Website – Giuseppina Cortese: Focus on Narrative. Linguistic and Textual Empowerment in Learning as Action Research.