Language learners as ethnographers

목차 (Table of Contents)

• CONTENTS
• PartⅠ Language Learning and Ethnography : Theory and Practice
• 1. New Goals = 3
• Language learners = 3
• New times = 5
• Language learning as social practice = 8
• Language learning and ethnography = 10
• The Ealing ethnography research project = 12
• Purposes and audiences for this book = 13
• 2 Introducing Cultural Learning into the Language Curriculum = 18
• Cultural work = 18
• Cultural learning and communicative language teaching = 24
• Cultural studies and language learning = 26
• Ethnography and the intercultural speaker = 29
• The intercultural speaker and cross-cultural communication = 31
• The integration of language and cultural studies in higher education = 32
• Language learning for mobility = 33
• Language lecturers as ethnographers = 35
• Intercultural competence and ethnographic fieldwork = 36
• Learning theories and outcomes = 38
• 3 Theoretical Issues in Language and Cultural Practices = 44
• Why bother with theory? = 44
• Functional and constructivist perspectives of culture and language = 46
• A cognitive view of 'culture' = 50
• A symbolic view of 'culture' = 51
• A critical view of 'culture' = 52
• Culture is a verb = 54
• Language-and-cultural practices = 55
• Interactional sociolinguistics = 56
• 4 Representations, Discourses and Practices = 64
• Issues of ethnicity and nationality = 64
• Linguistic relativity = 69
• Discourse, text and practice = 77
• Non-verbal communication and use of social space = 83
• Travelling and the intercultural speaker = 85
• 5 Ethnography for Linguists = 88
• Ethnography in anthropology = 88
• Fieldwork = 91
• Ethnography for linguists = 94
• PartⅡ The Ealing Ethnography Project : A Case Study
• 6 Teaching Ethnography = 101
• Ethnography as staff development = 101
• Fieldwork at first hand = 103
• Generating teaching materials = 108
• Evaluation and generalisation = 112
• 7 Developing the Principles for an Ethnography Course = 116
• Some fundamental principles = 116
• Looking at everyday life culturally and ethnographically = 118
• Developing a conceptual framework = 128
• Developing an ethnographic method = 139
• 8 The Ethnography Class = 151
• Introduction : Local level politics = 151
• Ethnography in the classroom = 154
• A typical session : Local level politics = 155
• Links to ethnography projects = 172
• Class diaries = 174
• Assessment = 176
• 9 The Student Ethnography Projects = 185
• Ethnography projects : Some examples = 186
• The 'home ethnography' = 188
• Some characteristics of ethnography projects = 191
• Valuing the process = 197
• Assessment procedures = 204
• 10 'The Year Abroad' : An Ethnographic Experience = 210
• Student interviews = 210
• In the field = 212
• Preparation and 'the real thing' = 214
• Data collection = 215
• The writing process = 219
• Living the ethnographic life = 222
• Language acquisition = 226
• Summing up = 227
• 11 Conclusions and New Perspectives = 229
• Ethnographers as intercultural speakers = 229
• Individual development in the year abroad = 235
• From language learning to intercultural interaction = 238
• Language learners as thnographers : A generalisable approach? = 241
• Bibliography = 248
• Index = 261