Ethnography of communication

2020 ◽  
Vol 10 (4) ◽  
pp. 217-223
Author(s):  
Ferhat Karanfil
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Speech Community ◽  
Ethnography Of Communication ◽  
Public Speech ◽  
Spoken Discourse ◽  
The Public ◽  
Intellectual Foundations ◽  
Future Direction

Ethnography of communication is an approach to discourse research that investigates the sequential organisation of talk as a way of accessing participants' understandings of, and collaborative means of organising the forms of social interaction. The objective of current research is to explore the speech of the education minister and how he uses his language indirectly talking on solid innovations. The sample online recordings of the education minister are transcribed in close detail to allow for a fine analysis of the design, exchange, and coordination of actions within the delivery of new implementations. This paper will introduce intellectual foundations of discourse analysis outline its approach to data collection and transcription; illustrate its analytical procedures; and discusses the application of ethnography of communication in the education minister’s speech while addressing the teachers. The results suggest that the use of indirectness and implicit speech making strategies foster the politeness act in public speech. We can conclude that the politicians’ speech delivered to the public may be researched more and it might be a part of discourse competence of English language learners. The future direction of ethnography of communication may focus on transnational context comparing the different countries and education minister’s speech which may help English teachers to teach culture and spoken discourse better. Keywords: Ethnography of communication; educational leadership; discourse; speech community; speech event

scholarly journals Ethnography of communication: An analysis of Turkish education minister’s speechon innovations

2020 ◽  
Vol 10 (3) ◽  
pp. 191-197
Author(s):  
Ferhat Karanfil
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Speech Community ◽  
Ethnography Of Communication ◽  
Public Speech ◽  
Spoken Discourse ◽  
The Public ◽  
Intellectual Foundations ◽  
Future Direction

Ethnography of communication (EOC)is an approach to discourse research that investigates the sequential organisation of talk as a way of accessing participants’ understandings of and collaborative means of organising the forms of social interaction. The objective of the current research is to explore the speech of the education minister and how he uses his language indirectly talking on solid innovations. The sample online recordings of the education minister are transcribed in close detail to allow for a fine analysis of the design, exchange and coordination of actions within the delivery of new implementations. This article will introduce intellectual foundations of discourse analysis, outline its approach to data collection and transcription, illustrate its analytical procedures and discuss the application of EOC in the education minister’s speech while addressing the teachers. The results suggest that the use of indirectness and implicit speech-making strategies fosters the politeness act in public speech. We can conclude that the politician’s speech delivered to the public may be researched more and it might be a part of discourse competence for English language learners. The future direction of EOC may focus on a transnational context by comparing the different countries and education minister’s speech which may help English teachers to teach culture and spoken discourse better.   Keywords: Ethnography of communication, educational leadership, discourse, speech community, speech event

scholarly journals “MY GRADES ARE ALWAYS EQUAL TO STANDARDIZED CRITERIA”: DISCOVERING EFL LEARNERS’ MOTIVATION OUTSIDE FORMAL CLASSROOM

2020 ◽  
Vol 7 (2) ◽  
pp. 347-369
Author(s):  
Siti Jannatussholihah ◽  
Ashadi Ashadi ◽  
Erna Andriyanti
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Formal Education ◽  
Target Language ◽  
Speech Community ◽  
Integrative Motivation ◽  
Instrumental Motivation ◽  
Depth Interviews

Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.

Service Delivery to English Language Learners in the Public Schools

ASHA Leader ◽  
2004 ◽  
Vol 9 (17) ◽  
pp. 8-35 ◽  
Author(s):  
Celeste Roseberry-McKibbin ◽  
Laureen O’Hanlon ◽  
Alejandro Brice
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Service Delivery ◽  
Language Learners ◽  
English Language ◽  
The Public

Technologies for Conducting an Online Ethnography of Communication

2015 ◽  
pp. 105-124 ◽  
Author(s):  
Tabitha Hart
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Critical Role ◽  
Virtual Community ◽  
The United States ◽  
Ethnography Of Communication ◽  
Web Based ◽  
Online Ethnography ◽  
For Profit

In this chapter, the author describes the technologies she employed while conducting an Ethnography of Communication on Eloqi (pseudonym), a for-profit start-up company that built and operated a proprietary Web-based, voice-enabled platform connecting English language learners in China with trainers in the United States. While Eloqi existed, its unique platform not only connected trainers and students for short one-to-one English conversation lessons but also brought together the company admins, trainers, and students in a virtual community. This chapter describes the technologies that the author used to carry out the qualitative study from start to finish, including the steps of online participant observations, online and offline interviews, qualitative coding, and qualitative data analysis. Because the author studied a virtual community, technologies played a critical role in how she collected, managed, and analyzed the dataset, which was completely electronic. The chapter concludes with tips and advice for fellow researchers using technologies to support qualitative studies of communication, whether online or offline.

scholarly journals Iranian English Language Learners’ Attitude towards their Accent in English Language: An Ecological Approach

2017 ◽  
Vol 4 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Farzaneh Rajablou ◽  
Majid Elahi Shirvan
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Structured Interviews ◽  
English As Foreign Language ◽  
The Public ◽  
Self Confidence ◽  
Materials Used ◽  
Accented English ◽  
Emerging Pattern

AbstractWith the spread of English around the world and the recognition of English as a lingua franca (ELF), a large number of studies have investigated the attitudes of learners towards different varieties of English as well as their related accents. However, this attitude towards L1 accented English within the context of Iran has not been explored yet. Thus, the present study ecologically investigated the attitudes of Iranian English as Foreign Language (EFL) learners towards their L1-accented English based on Bronfenbrenner’s (1993) nested ecosystems model consisting of micro-, meso-, exo-, and macro-systems. To do this, a triangulation of data collection using an attitudinal questionnaire distributed among 157 respondents (118 female and 39 male) and semi-structured interviews with 60 participants (38 female and 22 male) were collected. The findings indicated a dominant emerging pattern of preference for native-like accent within the ecology of Iran along with the acknowledgement of L1 accented English. Maintaining linguistic security and self-confidence as well as teachers’ role and materials used within the microsystem of the class, learners’ background experiences within the mesosystem, policies of English language institutes at the exosystem, and the public view towards accent at the macrosystem contributed to the emerging pattern of preference for native-like accent within the context of Iran.

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

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