Examining Talk in Post-observation Feedback Conferences: Learning to Do Linguistic Ethnography

  • Fiona Copland
Chapter
Part of the Palgrave Advances in Language and Linguistics book series (PADLL)

Abstract

As this collection of work demonstrates, linguistic ethnography is a dynamic and interdisciplinary field. Yet it is also nascent, and LE researchers are exploring its boundaries through developing approaches to data collection and analysis, and uncovering, sharing and drawing on theoretical constructs from a range of disciplines including sociology, philosophy and cultural studies. Many involved in this work have come to linguistic ethnography from either ethnography or linguistics and have made a number of adjustments to the ways they conduct research; for example, ethnographers learn how to do text analysis, and linguists learn how to observe ethnographically. The questions posed by the editors of this collection to contributors (see Introduction) were designed to encourage explicit reflection on these processes and, in so doing, to demonstrate how researchers situate their work within linguistic ethnography. The questions asked are repeated here:
  1. 1.

    In what ways did LE enable you to get to parts of the process you study which other approaches couldn’t reach?

     
  2. 2.

    In what ways has appropriating LE led to changes in your work and the methods you use?

     
  3. 3.

    How has your own discipline influenced/recontextualised the concepts and emphases within LE?

     

Keywords

Linguistic Analysis Feedback Session Apply Linguistics Linguistic Data English Language Teaching 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in to check access.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Adler, P. and Adler, P. (2012) Tales from the field: reflections on four decades of ethnography. Qualitative Sociology Review 8/1, 10–32.Google Scholar
  2. Agar, M. (2008) The Professional Stranger (2nd edition). Bingley: Emerald Group Publishing Limited.Google Scholar
  3. Becker, H. (1996) The Epistemology of Qualitative Research. In R. Jessor, A. Colby and R. A. Shweder (eds), Ethnography and Human Development: Context and Meaning in Social Inquiry. Chicago: The University of Chicago Press.Google Scholar
  4. Blackledge, A. and Creese, A. (2010) Multilingualism. London: Continuum.Google Scholar
  5. Block, D., Gray, J., and Holborow, M. (2012) Neoliberalism and Applied Linguistics. London: Routledge.Google Scholar
  6. Blommaert, J. and Jie, D. (2011) Ethnographic Fieldwork: A Beginner’s Guide. Bristol: Multilingual Matters.Google Scholar
  7. Brandt C. (2006) Success on Your Certificate Course in English Language Teaching: A Guide to Becoming a Teacher in ELT/TESOL. London: Sage.Google Scholar
  8. Briggs, C. (1986) Learning How to Ask: A Sociolinguistic Appraisal of the Role of the Interview in Social Science Research. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  9. Copland, F. (2011) Negotiating face in the feedback conference: a linguistic ethnographic approach. Journal of Pragmatics 43/15, 3832–3843.CrossRefGoogle Scholar
  10. Copland, F. (2015) ‘Case study two: researching feedback conferences in pre-service teacher training’, in F. Copland and A. Creese with F. Rock and S. Shaw (eds) Linguistic Ethnography: Collecting, Analysing and Presenting Data. London: Sage.Google Scholar
  11. Creese, A. (2005) Teacher Collaboration and Talk in Multilingual Classrooms. Clevedon: Multilingual Matters.Google Scholar
  12. Duff, P. and Uchida, Y. (1997) The Negotiation of Teachers’ Sociocultural Identities and Practices in Postsecondary EFL Classrooms TESOL Quarterly 33/3: 451–486.CrossRefGoogle Scholar
  13. Ellis, R. (2009) The Study of Second Language Acquisition. Oxford: Oxford University Press.Google Scholar
  14. Erickson, F. (1992) ‘The Interface between Ethnography and Microanalysis’ in M. LeCompte, M. Millroy and J. Preissle (eds) The Handbook of Qualitative Research in Education. London: Academic Press.Google Scholar
  15. Garton, S. and Copland, F. (2010) ‘“I like this interview, I get cakes and cats!”: The effect of prior relationships on interview talk’. Qualitative Research 10/5, 1–19.CrossRefGoogle Scholar
  16. Gobo, G. (2008) Doing Ethnography. London: Sage.CrossRefGoogle Scholar
  17. Graddol, D. (2006) English First. London: The British Council.Google Scholar
  18. Holmes, J., Stubbe, M. and Vine, B. (1999) ‘Constructing Professional Identity: ‘doing power’ in policy units’, in S. Sarangi and C. Roberts (eds) Talk, Work and Institutional Order Discourse in Medical, Mediation and Management Settings. Berlin: Mouton de Gruyter, pp. 351–350.CrossRefGoogle Scholar
  19. Hyland, K. (2009) Teaching and Researching Writing. 2nd edition. London: Longman.Google Scholar
  20. Kumaravadivelu, B. (2009) Understanding Language Teaching: From Method to Postmethod. London: Routledge.Google Scholar
  21. Mann, S. (2011) ‘A critical review of qualitative interviews in applied linguistics’. Applied Linguistics 32/1, 6–24.CrossRefGoogle Scholar
  22. Martin-Jones, M. and Heller, M. (1996) ‘Introduction to the special issues on education in multilingual settings: discourse, identities, and power. Part 1: constructing legitimacy’. Linguistics and Education vol. 8, pp. 3–16.CrossRefGoogle Scholar
  23. Pillar, I. and Cho, J. (2013) ‘Neoliberalism as language policy’. Language in Society 42, 23–44. http://dx.doi.org/10.1017/S00474045120000887.CrossRefGoogle Scholar
  24. Pomerantz, A. (1984) ‘Agreeing and disagreeing with assessments: some features of preferred/dispreferred turn shapes’ in J.M. Atkinson and J. Heritage (eds) Structures of Social Action. Cambridge: Cambridge University Press.Google Scholar
  25. Rampton, B. (2006) Language in Late Modernity: Interaction in an Urban School. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  26. Rampton, B., Tusting, K., Maybin, J., Barwell, R., Creese, A., and Lytra, V. (2004) Linguistic Ethnography in the UK: A Discussion Paper. At http://www.ling-ethnog.org.uk.Google Scholar
  27. Richards, K. (2003) Qualitative Inquiry in TESOL. Basingstoke: Palgrave.CrossRefGoogle Scholar
  28. Richards, K. (2006) Language and Professional Identity: Aspects of Collaborative Interaction. London: Palgrave Macmillan.CrossRefGoogle Scholar
  29. Roberts, C. (2003) ‘Applied linguistics applied’. In S. Sarangi and T. van Leeuwen (eds) 70 Applied Linguistics and Communities of Practice. British Association for Applied Linguistics in association with Continuum, pp. 132–149.Google Scholar
  30. Thonus, T. (2008) Acquaintanceship, familiarity, and coordinated laughter in writing tutorials. Linguistics and Education Vol. 19, 333–350.CrossRefGoogle Scholar
  31. Walsh, S. (2011) Exploring Classroom Discourse: Language in Action. Abingdon: Routledge.Google Scholar

Copyright information

© Fiona Copland 2015

Authors and Affiliations

  • Fiona Copland

There are no affiliations available

Personalised recommendations