English as a Lingua Franca in Higher Education / Trends in Applied Linguistics [TAL] Bd.2 (PDF)
A Longitudinal Study of Classroom Discourse
(Sprache: Englisch)
With English-medium higher education burgeoning in Europe and elsewhere outside the English-speaking world, this book is the first to offer an ethnographically-embedded analysis of such classroom discourse by taking cognizance of English functioning as a...
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With English-medium higher education burgeoning in Europe and elsewhere outside the English-speaking world, this book is the first to offer an ethnographically-embedded analysis of such classroom discourse by taking cognizance of English functioning as a lingua franca (ELF) in international student groups. By virtue of investigating one such educational programme in its entirety, the study also enlarges the present knowledge on ELF discourse as it offers novel insights into the interactional dynamics that shape and develop an educational community of practice.
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Chapter 4. An ethnographic account of the study site (p. 102-103) 4.1 Introduction
While the discourse-pragmatic analyses of the ensuing chapters rely overwhelmingly on the rich classroominteractional data, the emic data, viz. the participants’ views, opinions and evaluations, should not be underrated in their relevance, especially as they surface regularly and in different shapes: partly as stimuli that have motivated an investigative focus, partly as individual comments (referred to as ‘Quote’ in the following) supporting an interpretative finding and, finally, as the continuously present detailed insider knowledge that I have drawn on in analysing and interpreting the discourse-pragmatic data. The latter role of the emic data is clearly the most important one, but, at the same time, it lacks the open recognition and acknowledgment it would require, simply because the investigative aim of these language-focused analyses does not leave enough room for appropriately detailed descriptions of the participants’ views pertaining to the point in question. In other words, a rich as well as a thick description (cf. Davis 1995: 434) of the insider views on the Classroom Community of Practice (CCofP) in its wider context requires space on its own. This is what the present chapter will do by offering a detailed account of the Hotel Management Programme in question, or HMP for short, and especially its classroom interaction from the insiders’ points of view, based on the ethnographic data collected during the four semesters of the programme.
Such a description is thus intended to meet two aims: to render a detailed and possibly also insightful picture of the target community and classroom interaction as its main ‘practice’, and to meet the fundamental requirements of qualitative research described in the preceding chapter: credibility, dependability and transferability. As regards the
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first aim, the point is to make clear that the target community is not only perceived as a community of practice etically by the researcher-analyst, but also one experienced as such emically by the participants themselves. In other words, it will be necessary, firstly, to relate the partly diverse and dynamically developing ways in which the participants saw the Hotel Management Programme, their group and classroom interaction and, secondly, to evaluate to what extent the lessons and the discourse going on in themwere experienced as fitting to the three dimensions of a community of practice (Corder and Meyerhoff 2007; Wenger 1998: 76), i.e. mutual engagement, jointly negotiated enterprise and shared repertoire (for a discussion see 1.3). For this end, I will draw on all the emic data available to me as well as my own observations and field notes. As regards the latter aim, i.e. the quality-ensuringrequirements of qualitative research, the ethnographic account is a crucial tool study-internally in that it provides the necessary informational frame against which the reader will be able to assess the credibility of the methodological and analytical steps and to judge the dependability of the results drawn and interpretations suggested. The account also has a study-external function in terms of its transferability to other tertiary educational programmes conducted in English as a lingua franca. By providing readers with as detailed a rendering of the local specificities as possible, it is hoped that they will gain enough information to evaluate to what extent and degree the insights gained in the HMP can be transferred to their own situations.
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Autoren-Porträt von Ute Smit
Ute Smit, University of Vienna, Austria.
Bibliographische Angaben
- Autor: Ute Smit
- 2010, 1. Auflage, 474 Seiten, Englisch
- Verlag: De Gruyter
- ISBN-10: 3110215519
- ISBN-13: 9783110215519
- Erscheinungsdatum: 26.05.2010
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