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A Linguistic Ethnography of Laissez Faire Translanguaging in Two High School English Classes
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| 3 |
Making Chó bò*: Troubling Việt speak : Collaborating, translating, and archiving with family in Australian contemporary art.
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| 4 |
Living Language Policy Through Stratified Space: A Linguistic Ethnography in the United Arab Emirates
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| 5 |
Codes in Transition: A Folk Linguistic Exploration of the Irish Traveller Cant
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| 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
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| 8 |
The Language Youth: A sociolinguistic and ethnographic study of contemporary Norwegian Nynorsk language activism (2015-16, 2018) ; The Language Youth
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| 9 |
Vietnamese Students' Translanguaging in a Bilingual Context: Communications within a Student Organization at a US University
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| 10 |
A Linguistic Ethnography of Learning to Teach English at Japanese Junior High Schools
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| 11 |
Ethnographie des politique linguistiques éducationnelles en Géorgie : le programme de géorgien langue seconde en contextes arméniens et azéris
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| 12 |
«Moi j’suis pas francophone!» : discours, pratiques langagières et représentations identitaires d’élèves de francisation à Vancouver
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| 13 |
These Walls Can Talk: An Ethnographic Study of the Interior Schoolscape of Three High Schools
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| 15 |
Discourses of Connectedness: Globalization, Digital Media, and the Language of Community
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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)
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Abstract:
This dissertation provides both ethnographic and linguistic analysis of how translocality and transidiomatic practices intersect the ways in which people organize their social worlds in the digital and information age. I explore how translocality informs how people understand, construct, and experience a voluntary and avocational community and identity in their everyday lives, through the lens of a global, video gaming community, centered around a game called League of Legends. In this dissertation, I focus on understanding how distributed players and developers together co-construct a sense of community, belonging, and connectivity, through both language and interaction online and offline. This analysis first discusses how players and developers co-construct community and identity through language, distinctiveness, and authenticity. The data in this dissertation is used to highlight how players and developers use language in their everyday interactions to construct particular group identities, through specific lexical and material styles. I then discuss how a sense of community and belonging are constructed in the social network through moral participation and engagement, both institutionally and endogenously, looking particularly at stance, directives, assessments, and structure-preserving transformations. Further, I discuss how players and developers co-create community through understandings and narrative experiences of translocality and temporality that focus on empathy and the experience of playing the game itself. At a macro level, this dissertation discusses the analytic concept of community and problematizes the multiple and varying definitions of speech community. As technology and globalization continue to impact, transform, and recreate communities, there is a great need for expanding our understanding of speech communities as one that accounts for the changing ways in which people constitute meaningful participation in a society or culture. This research provides an empirical example of how participation, fluidity, interconnectedness, and sense-making unfolds, particularly in the everyday interactions of a specific, global network of players and developers.
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Keyword:
Communication; Community; Cultural anthropology; Digital Media; Ethnography; Identity; Language; Linguistic Anthropology; Mass communication
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URL: http://n2t.net/ark:/13030/m5vt40wk
http://www.escholarship.org/uc/item/9395364s
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| 16 |
Nepantla in Georgia and Oaxaca ; using critical discourse analysis and linguistic ethnography to understand multilingual and multiliterate pedagogies in elementary classrooms
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| 18 |
Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning
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| 19 |
Expanding Linguistic Repertoires: An Ethnography of Black and Latina/o Youth Transcultural Communication In Urban English Language Arts Classrooms
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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)
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| 20 |
Sociolinguistic (Re)constructions of Diaspora portugueseness: Portuguese-Canadian Youth in Toronto
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