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The authors of this essay are concerned with examining  speech genres in the context of institutional settings. Studies of setting have  importance for understanding the ways in which students’ use of speech genres is  intertwined with social practices, tool-use, and institutional objectives. After  introducing the theoretical assumptions informing the studies described in the  article, the authors illustrate institutional social interactions which reveal  how children’s and adolescents’ bodies and linguistic practices are organized  through time and space. In the first of these settings, children in a Montessori  preschool “learn how to mean” in the context of tools and artifacts, genres, and  contextual cues. In the second setting, a high school in a large Midwestern  city, the researcher examines how students constitute themselves as insiders or  outsiders in such settings as the English classroom, the school gymnasium (where  special events are held), and the cafeteria. It is in such social spaces that  students’ language and behavior both generates and instantiates the dominant  group’s social structure. We argue that the organization of bodies/practices in  each of these two settings—the preschool and the high school—tacitly  accomplishes social and ideological agendas through students’ seemingly  “everyday” activities.

Settings, Speech Genres, and the Institutional Organization of Practices