Christine M. Jacknick
Professor
Academic Literacy and Linguistics
EMAIL: cjacknick@bmcc.cuny.edu
Office: N-499F
Office Hours: TBA
Phone: +1 (212) 220-8546
Christine M. Jacknick, a graduate of Teachers College, Columbia University with a doctorate in Applied Linguistics, is an applied linguist utilizing conversation analysis to examine discursive practices in institutional settings, highlighting the collaborative nature of talk and identifying the exercise of agency and power through interactional practices. Her research emphasizes the pairing of rigorous, line-by-line discourse analysis with larger social and cultural theories, underscoring the relevance of interactional practices to the realities of participants.
Expertise
Conversation Analysis, Multimodality, Classroom Interaction, Forensic Linguistics, Discourse analysis, Applied Linguistics
Degrees
- Ed.D. Teachers College, Columbia University, Applied Linguistics,
- Ed.M, Teachers College, Columbia University, Applied Linguistics
- M.A. Teachers College, Columbia University, Applied Linguistics
- B.A. University of Maryland, College Park, English Language & Literature
- B.A. University of Maryland, College Park, Spanish Language & Literature
Courses Taught
- This advanced reading course is designed to help students master a full range of college-level reading and related skills, including critical comprehension, vocabulary, writing, flexible rates of reading, and study strategies. A variety of college-level materials is used.
- This advanced level course emphasizes writing and reading skills; however, oral skills are not neglected. In writing, students focus on introducing, developing, supporting, and organizing their ideas in expository essays as well as in narrative and descriptive writing.
- This intensive writing course for ESL students focuses on basic components of effective writing, including paragraph development and structure, sentence structure, word choice, and content. Students read and respond to a variety of texts and use argumentation, narrative, and description as modes of developing ideas in writing.
- This course will introduce the student to the study of Language and Culture. The course will introduce related topics, such as bilingual/bidialectal families and bilingual education, language and gender, literacy in a changing, technological society, child language acquisition, and different dialects and registers of English. The readings will draw on works in linguistics, literature and related fields. Students will work on critical reading and produce writing based on the readings in connections with their own experiences and backgrounds.
- This three credit, 200-level course will explore the complex relationship between language and the law. The course critically considers the role of language and its power in the legal process. Three branches of forensic linguistics (handwriting, phonology, and discourse analysis) will be discussed. We will examine the work of dialectologists, creolists, and graphologists who have used linguistic evidence to interpret evidence (e.g., blackmail and ransom notes), and voice and spectrogram analysis will also be discussed. The course will also examine how linguists are involved in the legal process when they serve as expert witnesses. Prerequisite: ENG 201
- Critical Thinking (Same as CRT 100) is designed to develop the mind and help students learn to think clearly and effectively. Through substantive readings, structured writing assignments and ongoing discussions, students will examine concrete examples from their own experience and readings and contemporary issues in the media to learn how to analyze issues, solve problems, and make informed decisions in their academic, professional, and personal lives.
- 3 CRS.6 HRS.NULL LAB HRS.CRT 100.5 (Critical Thinking for Reading and Writing (Same as CRT 100))
- This course combines Critical Thinking (CRT 100) with Academic and Critical Reading and Writing. Critical Thinking is designed to develop the mind and help sharpen students' ability to think clearly, logically, thoroughly, critically, and effectively. Through substantive readings, structured writing assignments and ongoing discussions, students will learn to use analytical skills in reading, writing, oral presentations, researching, and listening. Students will examine concrete examples from their own experience and readings and contemporary issues in the media to learn how to analyze issues, solve problems, and make informed decisions their academic, professional, and personal lives. While studying Critical Thinking, students will also study advanced level reading and writing to master and apply a full range of college-level reading and writing skills, including critical comprehension, flexible rates of reading, essay organization, paragraph development, sentence structure, vocabulary and word choice, content, and study strategies. Students will receive an earned grade in CRT 100.5 which is equivalent to a grade earned in CRT 100.
This is an accelerated course that combines credit-bearing and developmental content. Passing CRT 100.5 meets the reading and writing proficiency milestone requirements; students who pass CRT 100.5 are exempt from further developmental reading and writing courses. CRT 100.5 may not be taken by students who have passed CRT 100 or ACR 95 or are exempt from Reading and Writing.
Please note: Tuition for this corequisite course is charged by the equated credit (hours) not per credit. - This introductory level, interdisciplinary course explores the basic concepts and perspectives of Gender & Women's Studies from an intersectional angle; that is, examining the ways in which gender intersects with race, ethnicity, nationality, class, sexuality, sexual identity, disability, and other categories. The concepts of gender - the roles, behaviors, activities, and attributes that a society considers appropriate for men and women - privilege and oppression, intersectionality, and feminist praxis will be at the core of this course. After a background in the history and significance of Gender & Women's Studies as a field of study, you will learn to critically examine how institutionalized privilege and oppression shape individual lives and intersecting identity categories.
Research and Projects
Dr. Jacknick has published in Journal of Pragmatics, Classroom Discourse, Language and Sociocultural Theory, among other journals, and her book Multimodal Participation and Engagement: Social Interaction in the Classroom was published by Edinburgh University Press in 2021.
Her current research focuses on language as obstetric violence and the ways in which narrative can allow people to reclaim agency.
Publications
Books
Jacknick, C. M. (2021). Multimodal Participation and Engagement: Social interaction in the classrooms. Edinburgh: Edinburgh University Press.
Jacknick, C., Box, C., & Waring, H.Z. (Eds.) (2014). Talk in institutions: A LANSI volume. Newcastle, UK: Cambridge Scholars Publishing.
Peer-Reviewed Articles
Jacknick, C.M. & Duran, D. (2021). Transforming student contributions into subject-specific expression. System. https://doi.org/10.1016/j.system.2021.102485
Duran, D. & Jacknick, C.M. (2020). Teacher response pursuits in whole class post-task discussions. Linguistics and Education, 56, 100808.
Jacknick, C.M. (2018). Collaborative use of multimodal resources in discussions of L2 grammatical meaning: A microgenetic analysis. Language and Sociocultural Theory, 5(2), 130-174. DOI: 10.1558/lst.32487
Jacknick, C. & Creider, S. (2018). A chorus line?: Engaging (or not) with the open floor. Hacettepe University Journal of Education, 33, 72-92.
Jacknick, C. & Avni, S. (2017). Shalom, bitches: Examining interactional identity work in an anonymous online forum. Discourse, Context, & Media, 15, 54-64. https://doi.org/10.1016/j.dcm.2016.11.002
Sert, O. & Jacknick, C.M. (2015). Student smiles and the negotiation of epistemics in L2 classrooms. Journal of Pragmatics, 77, 97-112. https://doi.org/10.1016/j.pragma.2015.01.001
Jacknick, C. (2011). “But this is writing”: Post-expansions in student-initiated sequences. Novitas-ROYAL, 5(1), 39-54.
Jacknick, C. (2011). Breaking in is hard to do: Negotiating classroom activity shifts. Classroom Discourse, 2(1), 20-38. https://doi.org/10.1080/19463014.2011.562656
Book Chapters
Jacknick, C. (2018). Learner ethnography and raising cultural and linguistic awareness. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1-7). Hoboken, NJ: John Wiley & Sons, Inc.
Jacknick, C., Box, C., & Waring, H.Z. (2014). Introduction. In C. Jacknick, C. Box, & H.Z. Waring (Eds.), Talk in institutions: A LANSI volume (pp. 1-7). Newcastle, UK: Cambridge Scholars Publishing.
Jacknick, C. (2013). “Cause the textbook says…”: Laughter and student challenges in the ESL classroom. In P. Glenn and L. Holt (Eds.), Studies of laughter in interaction (pp. 185-200). London: Bloomsbury.
Jacknick, C.M., & Thornbury, S. (2013). The task at hand: Noticing as a mind–body–world phenomenon. In J. Bergsleithner, S. N. Frota, & J. K. Yoshioka, (Eds.), Noticing and second language acquisition: Studies in honor of Richard Schmidt (pp. 327–347). Honolulu: University of Hawai‘i, National Foreign Language Resource Center.
Honors, Awards and Affiliations
- BMCC Faculty Development Grant (2020-2021)
- CUNY Book Completion Award (2019-2020)
- BMCC Academic Affairs Faculty Publication Grant (2019-2020)
- Professional Staff Congress, City University of New York Traditional B Grant (2019-2020)
- Stefan Bernard Baumrin Associate Professors Travel Award (2019-2020)
- William P. Kelly Research Fellowship Award (2018-2019)
- Professional Staff Congress, City University of New York Traditional B Grant (2015-2016)
- BMCC Faculty Development Grant (2015-2016)
- CUNY William Stewart Travel Award (2010)
- CUNY Betty Fairfax Professional Development Fund Grant (2009)
