Muutke küpsiste eelistusi

Language Learners as Ethnographers [Pehme köide]

  • Formaat: Paperback / softback, 272 pages, kõrgus x laius x paksus: 210x148x15 mm, kaal: 361 g
  • Sari: Modern Language in Practice
  • Ilmumisaeg: 05-Dec-2000
  • Kirjastus: Multilingual Matters
  • ISBN-10: 1853595020
  • ISBN-13: 9781853595028
  • Formaat: Paperback / softback, 272 pages, kõrgus x laius x paksus: 210x148x15 mm, kaal: 361 g
  • Sari: Modern Language in Practice
  • Ilmumisaeg: 05-Dec-2000
  • Kirjastus: Multilingual Matters
  • ISBN-10: 1853595020
  • ISBN-13: 9781853595028
This book looks at the role of cultural studies and intercultural communication in language learning. The book argues that learners who have an opportunity to stay in the target language country can be trained to do an ethnographic project while abroad. Borrowing from anthropologists' the idea of cultural fieldwork and 'writing culture', language learners develop their linguistic and cultural competence through the study of a local group. This book combines a theoretical overview of language and cultural practices with a description of ethnographic approaches and materials specifically designed for language learners.
Part I Language Learning and Ethnography: Theory and Practice
New Goals
3(15)
Language learners
3(2)
New times
5(3)
Language learning as social practice
8(2)
Language learning and ethnography
10(2)
The Ealing ethnography research project
12(1)
Purposes and audiences for this book
13(5)
Introducing Cultural Learning into the Language Curriculum
18(26)
Cultural work
18(6)
Cultural learning and communicative language teaching
24(2)
Cultural studies and language learning
26(3)
Ethnography and the intercultural speaker
29(2)
The intercultural speaker and cross-cultural communication
31(1)
The integration of language and cultural studies in higher education
32(1)
Language learning for mobility
33(2)
Language lecturers as ethnographers
35(1)
Intercultural competence and ethnographic fieldwork
36(2)
Learning theories and outcomes
38(6)
Theoretical Issues in Language and Cultural Practices
44(20)
Why bother with theory?
44(2)
Functional and constructivist perspectives of culture and language
46(4)
A cognitive view of `culture'
50(1)
A symbolic view of `culture'
51(1)
A critical view of `culture'
52(2)
Culture is a verb
54(1)
Language-and-cultural practices
55(1)
Interactional sociolinguistics
56(8)
Representations, Discourses and Practices
64(24)
Issues of ethnicity and nationality
64(5)
Linguistic relativity
69(8)
Discourse, text and practice
77(6)
Non-verbal communication and use of social space
83(2)
Travelling and the intercultural speaker
85(3)
Ethnography for Linguists
88(13)
Ethnography in anthropology
88(3)
Fieldwork
91(3)
Ethnography for linguists
94(7)
Part II The Ealing Ethnography Project: A Case Study
Teaching Ethnography
101(15)
Ethnography as staff development
101(2)
Fieldwork at first hand
103(5)
Generating teaching materials
108(4)
Evaluation and generalisation
112(4)
Developing the Principles for an Ethnography Course
116(35)
Some fundamental principles
116(2)
Looking at everyday life culturally and ethnographically
118(10)
Developing a conceptual framework
128(11)
Developing an ethnographic method
139(12)
The Ethnography Class
151(34)
Introduction: Local level politics
151(3)
Ethnography in the classroom
154(1)
A typical session: Local level politics
155(17)
Links to ethnography projects
172(2)
Class diaries
174(2)
Assessment
176(9)
The Student Ethnography Projects
185(25)
Ethnography projects: Some examples
186(2)
The `home ethnography'
188(3)
Some characteristics of ethnography projects
191(6)
Valuing the process
197(7)
Assessment procedures
204(6)
`The Year Abroad': An Ethnographic Experience
210(19)
Student interviews
210(2)
In the field
212(2)
Preparation and `the real thing'
214(1)
Data collection
215(4)
The writing process
219(3)
Living the ethnographic life
222(4)
Language acquisition
226(1)
Summing up
227(2)
Conclusions and New Perspectives
229(19)
Ethnographers as intercultural speakers
229(6)
Individual development in the year abroad
235(3)
From language learning to intercultural interaction
238(3)
Language learners as ethnographers: A generalisable approach?
241(7)
Bibliography 248(13)
Index 261


Celia Roberts is a Senior Research Fellow at King's College, London,  Michael Byram is Professor of Education at the Durham University,  Ana Barro is at University of Passau, Germany,  Shirley Jordan is a Senior Lecturer at Oxford Brookes University and Brian Street is Professor of Language Education, King's College, London.