The discursive co-construction of knowledge, identity, and difference: an ethnography of communication in the high school mainstream  

Oleh:

Duff, Patricia A.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Applied Linguistics (Full Text) vol. 23 no. 3 (Sep. 2002), page 289-322.
Fulltext: 23.3;289-322.pdf (1.82MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/APL/23 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This article describes the ethnography of communication as a viable, context-and culture-sensitive method for conducting research on classroom discourse. I first provide an overview of the method and its role in applied linguistics research and then present a study of discourse in mainstream high school classes with a large proportion of students who speak English as a second language. Drawing on social constructivist views of language learning and socialization that recognize the role of participation in language-mediated activities in people's development as fully competent members of sociocultural groups, I examine the macro- and micro-level contexts of communication within one content-area course. I focus on the discourse and interactional features associated with teacher-led whole-class discussions, examining the sequential organization of talk, including turn-taking and other features of participation, and explicit and implicit references to cultural identity and difference. The paper reveals the contradictions and tensions in classroom discourse and in a teacher's attempts to foster respect for cultural identity and difference in a linguistically and socioculturally heterogeneous discourse community. I conclude with a poststructural commentary on the ethnography of communication.

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