Affiliation:
1. University of Maryland, Baltimore County, USA
Abstract
The ways dialogue is constructed is influenced by a myriad of factors—institution, context, the multiple identities people hold. Based on these factors, people bring with them varied experiences that inform the way they communicate with one another, both consciously and subconsciously. This chapter takes an in-depth look at how dialogue is constructed in the higher education setting. Utilizing a discourse analysis lens, the author conducted a 45-minute-long interview to obtain information about the experience of one Black male professional in higher education. During this interview, the author sought to investigate his usage of multiple varieties of English that showcased how a professional in higher education employed racial linguistic practices as a bridge between faculty/staff norms and student dynamics and interactions. Through this process, the author takes a look at how language shifts and switches play a role to develop the legitimacy, connection, and sharing that takes place in a higher education environment for students and staff.
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