Narratives, artifacts and cultural identities: An ethnographic study of communicative practices in homes

2004 ◽  
Vol 15 (4) ◽  
pp. 339-358 ◽  
Author(s):  
Kate Pahl
Multilingua ◽  
2020 ◽  
Vol 39 (4) ◽  
pp. 395-429
Author(s):  
Judith Reynolds

AbstractThis paper explores linguistic and cultural complexity within immigration legal advice communication. Drawing from a linguistic ethnographic study, ethnographic and interactional data from two linked advice meetings about UK refugee family reunion processes are subject to deductive analysis using Risager’s model of the language-culture nexus, within which the intersection of language(s) and culture(s) in a communicative event is conceptualised as a nexus of linguistic, languacultural, discursive, and other (non-linguistic) cultural resources and practices. The paper operationalises this intercultural communication theory in a new and exploratory way to investigate how cultural complexity is manifest, and interactionally managed, at different levels of meaning.The substantive analysis shows how a range of divergent resources, brought in by the different participants, are drawn upon and externalised as communicative practices in both legal advice meetings. Understanding is negotiated interculturally at different levels of meaning – the linguistic, the languacultural, and the discursive – in contrasting ways in each meeting. Methodologically, the paper argues that a strength of Risager’s framework is that it supports a methodical and structured analysis of communicative events characterised by linguistic and cultural complexity, which can be linked to other discourse analytical approaches. The model’s complexity, and its foregrounding of verbal over other semiotic modes, are highlighted as challenges for the analyst.


Author(s):  
Susanne Günthner

AbstractThis paper examines “insulting remarks” and “stylized category animations” as communicative practices in interactions among young men with a migrant background living in Germany. On the basis of a detailed investigation of informal interactions among young men in various German youth centers, I will show how the participants make use of these communicative practices as interactional resources to contextualize “belonging”/“association” versus “otherness” in transmigrational contexts. As part of their communicative household, these practices are closely connected to the construction of a cultural identity among these young men. I will argue that focusing on the development and dynamics of communicative practices can provide new insight into the workings of social and cultural identities as well as into linguistic diversity in modern societies.


2008 ◽  
Vol 9 (4) ◽  
pp. 317-327 ◽  
Author(s):  
Claudia Gluschankof

In a study conducted in kindergartens in Israel, three ‘cultures' converge: the kindergarten, the community, and the home. The differences among the two kindergartens in this study do not reside solely in the urban vs. non-urban and Jewish vs. Arab. They also reside in the contexts created by the adults as a result of their beliefs about childhood, music, play, and education, and how these beliefs are expressed in their behaviours. This account draws on a larger ethnographic study conducted in a number of kindergarten settings. The aim of this larger study was to describe and understand the self-initiated musical expressions of children aged four to five years, who bring various cultural identities to the early years setting. The sites under scrutiny in this article were two kindergartens in Israel: a non-urban state-sponsored Jewish kindergarten, and an urban Arab kindergarten in a church-operated school. The evidence showed that the musical expressions of the children in the study shared many characteristics. It also showed that differences reside, not only in the culture of the community they belong to, but also in the culture of the kindergarten. This included the physical environment, the degree of structure in the timetable, and the attitudes and rationale of the staff. This article suggests that each kindergarten develops a particular style of musical play, and that inter-cultural issues can include those that are idiosyncratic to specific peer cultures.


2019 ◽  
Vol 42 ◽  
Author(s):  
Michele Ilana Friedner

Abstract This commentary focuses on three points: the need to consider semiotic ideologies of both researchers and autistic people, questions of commensurability, and problems with “the social” as an analytical concept. It ends with a call for new research methodologies that are not deficit-based and that consider a broad range of linguistic and non-linguistic communicative practices.


2008 ◽  
Author(s):  
Vadim Moldovan ◽  
Alexandru Ciobanu ◽  
William Divale ◽  
Anatol Nacu

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