| 2 |
A Linguistic Ethnography of Laissez Faire Translanguaging in Two High School English Classes
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Making Chó bò*: Troubling Việt speak : Collaborating, translating, and archiving with family in Australian contemporary art.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Living Language Policy Through Stratified Space: A Linguistic Ethnography in the United Arab Emirates
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Codes in Transition: A Folk Linguistic Exploration of the Irish Traveller Cant
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Multilingual and intercultural communication in and beyond the UK asylum process: a linguistic ethnographic case study of legal advice-giving across cultural and linguistic borders
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
The Language Youth: A sociolinguistic and ethnographic study of contemporary Norwegian Nynorsk language activism (2015-16, 2018) ; The Language Youth
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Vietnamese Students' Translanguaging in a Bilingual Context: Communications within a Student Organization at a US University
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
A Linguistic Ethnography of Learning to Teach English at Japanese Junior High Schools
|
|
|
|
Abstract:
The study examined three Japanese junior high-school English teachers’ initial years of full-time employment. It investigated the type of pedagogical puzzles these teachers experienced, how their practice developed over 18 months, and my role as a Teacher of Teachers (TOT). Drawing on linguistic ethnography, this study took an ethnographic approach to understanding the teachers’ social context and used techniques from discourse analysis to consider how they interpreted their puzzles and constructed their practice. These techniques were also used to analyze my working relationship with the teachers. The purpose of this endeavor was to contribute to the understanding of novice teacher development in an ‘expanding circle’ country. Over the course of the study, I observed the teachers’ classes and interviewed them once or twice a month. Using the coding of interview transcripts and class fieldnotes, I identified Critical Incidents that represented the teachers’ pedagogical puzzles and typical practice, as well as my role as a TOT. Using Cultural Historical Activity Theory(CHAT), I analyzed how elements of the social context brought about the teachers’ pedagogical puzzles and affected their capacity to address them. Coding of the interviews and a microanalysis of the interactions showed my role as a TOT. Overall, the CIs gave an emic portrait of each teacher’s experience and my efforts to support them. The pedagogical puzzles the teachers faced were a result of their personal histories and school conditions. These puzzles did not change, which indicates that teachers will face complex issues that cannot be resolved. Understanding them, however, can promote teacher development. Applying CHAT, I could identify the conditions that helped determine the types of pedagogy in which teachers engaged. I tried to fulfill my role as a TOT by conducting a form of reflective practice (RP). An examination of the RP I conducted with the teachers challenged the notion that it involves the sequential steps of identifying issues, attempting to resolve them, and reflecting on one’s efforts. This dissertation concludes with a discussion about the contributions it has made toward the field of English teacher development: using CHAT to understand the English teaching experiences, the development of an understanding of RP as it can be carried out in the field, an understanding of novice teachers in expanding circle countries, and the value of linguistic ethnography for researching novice teachers.
|
|
Keyword:
activity theory; CLT; critical incident; English education in Japan; English language Study and teaching Japan; English teachers Japan; Ethnography and education; expanding circle; High schools Japan; Japanese junior high schools; linguistic ethnography; reflective practice; teacher development
|
|
URL: http://hdl.handle.net/1893/26002
http://dspace.stir.ac.uk/bitstream/1893/26002/1/James%20M%20Hall%20Dissertation.pdf
|
|
BASE
|
|
Hide details
|
|
|
| 11 |
Ethnographie des politique linguistiques éducationnelles en Géorgie : le programme de géorgien langue seconde en contextes arméniens et azéris
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
«Moi j’suis pas francophone!» : discours, pratiques langagières et représentations identitaires d’élèves de francisation à Vancouver
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
These Walls Can Talk: An Ethnographic Study of the Interior Schoolscape of Three High Schools
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Discourses of Connectedness: Globalization, Digital Media, and the Language of Community
|
|
|
|
In: Newon, Lisa Ann. (2014). Discourses of Connectedness: Globalization, Digital Media, and the Language of Community. UCLA: Anthropology 0063. Retrieved from: http://www.escholarship.org/uc/item/9395364s (2014)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Nepantla in Georgia and Oaxaca ; using critical discourse analysis and linguistic ethnography to understand multilingual and multiliterate pedagogies in elementary classrooms
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Expanding Linguistic Repertoires: An Ethnography of Black and Latina/o Youth Transcultural Communication In Urban English Language Arts Classrooms
|
|
|
|
In: Martinez, Danny Cortez. (2012). Expanding Linguistic Repertoires: An Ethnography of Black and Latina/o Youth Transcultural Communication In Urban English Language Arts Classrooms. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/1cr370ps (2012)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Sociolinguistic (Re)constructions of Diaspora portugueseness: Portuguese-Canadian Youth in Toronto
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
