Bibliografías temáticas / Sociolinguistic ethnography

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Literatura académica sobre el tema "Sociolinguistic ethnography"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Sociolinguistic ethnography"

Čekuolytė, Aurelija. "Ethnography in sociolinguistic studies of youth language". Taikomoji kalbotyra, n.º 1 (25 de octubre de 2012): 1–18. http://dx.doi.org/10.15388/tk.2012.17253.

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In Lithuanian sociolinguistics ethnography is a new method; there are no comprehensive ethnographic studies. The main purpose of this paper is to introduce the reader to ethnography and to show why it is important to include ethnography in linguistic studies and how this method can enrich the analysis of linguistic material. When applying the ethnographic method it is not only possible to provide a picture of the distribution of linguistic variables in the community, but also to discover the social meaning which is associated with those variables. What is unique about ethnography is that it allows the scientist to discover social meanings instead of presupposing them and to examine the construction and organization of the social meaning of linguistic variables. Even though ethnographic studies are often treated as case studies, the results of a well-constructed ethnographic study are reliable and replicable, for instance, the ethnographically discovered social categories and social meanings, associated with them, can be tested in a different community with a help of match-guise technique. Following the sociolinguistic wave theory, I explain how and why ethnography has been employed in sociolinguistic studies. The studies in the first sociolinguistic wave applied survey and quantitative methods to examine the relation between linguistic variation and the traditional social categories – class, age, sex, and ethnicity. However, the quantitative methods were not sufficient enough in explaining which social mechanisms caused linguistic variation. Studies in the second wave employed ethnography in order to find the relation between linguistic variation and locally determined social categories. Studies in the third wave departed from the dialect-based approach of the first two waves, employed stylistic practice approach and examined any linguistic material that is socially meaningful in the community. I also discuss the main aspects of ethnographic method: participant observation, fieldnotes, ethnographic interview and other types of interviews. I come in with advice for researchers who plan to use ethnography in their research. The examples of ethnographic studies that I’m using in my paper are mostly taken from studies of youth language. Nevertheless, the paper can also be useful to any researcher who is willing to conduct an ethnographic sociolinguistic study.

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Carlo, Pierpaolo Di. "Towards an understanding of African endogenous multilingualism: ethnography, language ideologies, and the supernatural". International Journal of the Sociology of Language 2018, n.º 254 (25 de octubre de 2018): 139–63. http://dx.doi.org/10.1515/ijsl-2018-0037.

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AbstractIn a globalised sociolinguistics “[d]ifferent types of societies must give rise to different types of sociolinguistic study”, as Dick Smakman and Patrick Heinrich argue in the concluding remarks of their (Smakman, Dick. 2015. The westernising mechanisms in sociolinguistics. In Dick Smakman & Patrick Heinrich (eds.),Globalising sociolinguistics. Challenging and expanding theory, 16–35. London: Routledge) bookGlobalising sociolinguistics. Challenging and expanding theory. To this end, a basic condition must be met: both target languages and societies must be well known. This is not the case in much of Central and West Africa: with only few exceptions, here local languages and societies are generally under-researched and sociolinguistic studies have focused mainly on urban contexts, in most cases targeting the interaction between local and colonial languages. With regard to individual multilingualism, this urban-centered perspective risks to limit scholarly attention on processes that, while valid in cities, may not apply everywhere. For one thing, there might still be areas where one can find instances of endogenous multilingualism, where speakers’ language repertoires and ideologies are largely localised. The case in point is offered by the sociolinguistic situation found in Lower Fungom, a rural, marginal, and linguistically highly diverse area of North West Cameroon. The analyses proposed, stemming from a strongly ethnographic approach, lead to reconsider basic notions in mainstream sociolinguistics – such as that of the target of an index – crucially adding spiritual anxieties among the factors conditioning the development of individual multilingual repertoires in local languages.

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Díaz-Campos, Manuel, Juan M. Escalona Torres y Valentyna Filimonova. "Sociolinguistics of the Spanish-Speaking World". Annual Review of Linguistics 6, n.º 1 (14 de enero de 2020): 363–88. http://dx.doi.org/10.1146/annurev-linguistics-011619-030547.

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This review provides a state-of-the-art overview of Spanish sociolinguistics and discusses several areas, including variationist sociolinguistics, bilingual and immigrant communities, and linguistic ethnography. We acknowledge many recent advances and the abundant research on several classic topics, such as phonology, morphosyntax, and discourse-pragmatics. We also highlight the need for research on understudied phenomena and emphasize the importance of combining both quantitative and ethnographic methodologies in sociolinguistic research. Much research on Spanish has shown that the language's wide variation across the globe is a reflection of Spanish-speaking communities’ rich sociohistorical and demographic diversity. Yet, there are many areas where research is needed, including bilingualism in indigenous communities, access to bilingual education, attitudes toward speakers of indigenous languages, and language maintenance and attrition. Language policy, ideology, and use in the legal and health care systems have also become important topics of sociolinguistics today as they relate to issues of human rights.

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Hornberger, Nancy H. "Bilingual education success, but policy failure". Language in Society 16, n.º 2 (junio de 1987): 205–26. http://dx.doi.org/10.1017/s0047404500012264.

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ABSTRACTIn 1977, a bilingual education project began in rural areas of Puno, Peru, as a direct result of Peru's 1972 Education Reform. This paper presents results of an ethnographic and sociolinguistic study comparing Quechua language use and maintenance between: 1) a bilingual education school and community, and 2) a nonbilingual education school and community. Classroom observation indicated a significant change in teacher–pupil language use and an improvement in pupil participation in the bilingual education school. Community observation and interviews indicated that community members both valued and used their language. Yet the project has had difficulties expanding or even maintaining its implementation. (Quechua; Puno, Peru; Peru; Andes; bilingual education; classroom language use; ethnography; sociolinguistics; community development; language planning; language maintenance; educational policy)

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Tsitsipis, Lukas D. "Language shift and narrative performance: On the structure and function of Arvanítika narratives". Language in Society 17, n.º 1 (marzo de 1988): 61–86. http://dx.doi.org/10.1017/s0047404500012598.

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ABSTRACTLiterature on language death offers abundant information on the grammatical, phonological, lexical, and sociolinguistic processes that a dying speech form can undergo. However, work remains to be done in the area of narrative skills and performance. This article examines the creative manipulation of certain narrative devices, including bilingual lexical resources from modern Greek and Tosk Albanian in stories offered by a residual group of fluent Albanian speakers in Greece. In a community, which is highly variable from the point of view of the allocation of its Arvanítika (Albanian) linguistic and sociolinguistic skills to various population segments, fluent speakers manage to achieve a significant performance breakthrough by foregrounding and evaluating information important for their attitude building and vital to their social existence. Narrative performances become ways of relating historical events and past experiences in present-day life. The article makes the point that in studies of language death a more intensive use of the ethnography of speaking paradigm can be of great value for the detection of sensitive areas of speech behavior and change. (Narrative performance, language death, ethnography of speaking, Balkan sociolinguistics, Tosk Albanian, Greek)

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Shin, Hyunjung y In Chull Jang. "Doing Critical Sociolinguistic Ethnography : Analyzing Processes and Situating Cases". Sociolinguistic Journal of Korea 26, n.º 3 (30 de septiembre de 2018): 117–44. http://dx.doi.org/10.14353/sjk.2018.26.3.05.

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Olaoye, Anthony Ayodele. "Sociolinguistic Documentation Of Endangered Ethnography Of Communication In Yoruba Language". i-manager’s Journal on English Language Teaching 3, n.º 4 (15 de diciembre de 2013): 42–48. http://dx.doi.org/10.26634/jelt.3.4.2520.

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Lainio, J. "Review. Linguistic Minorities and Modernity: a Sociolinguistic Ethnography. M Heller". Applied Linguistics 21, n.º 2 (1 de junio de 2000): 268–72. http://dx.doi.org/10.1093/applin/21.2.268.

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Relaño Pastor, Ana María. "Ethnographic Perspectives to Teaching and Learning in Multilingual Contexts". Foro de Educación 17, n.º 27 (11 de junio de 2019): 1–9. http://dx.doi.org/10.14516/fde.765.

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This special issue addresses the organization of teaching and learning in a variety of multilingual schooling contexts from different critical ethnographic perspectives (i.e.: critical sociolinguistic ethnography, linguistic anthropology, and language socialization). By analyzing a range of educational settings in Spain, the U.S., the U.K., Argentina, and Guatemala, the articles establish a dialogue with different ethnographically-oriented studies to understand the relationship between situated communicative practices, language policies, language ideologies, dominant discourses about bi-multilingualism, and wider social, cultural and economic processes.

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Philipsen, Gerry y Donal Carbaugh. "A bibliography of fieldwork in the ethnography of communication". Language in Society 15, n.º 3 (septiembre de 1986): 387–97. http://dx.doi.org/10.1017/s0047404500011829.

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In 1962, Dell Hymes proposed the project he subsequently named the ethnography of communication (Hymes1961, 1962, 1964b). Its central motive was to create a theory of linguistic communication which is grounded in the comparative analysis of many communities and their distinctive ways of speaking. Just as there is a comparative politics, law, religion, and so forth, he said, so should there be a comparative analysis of “studies ethnographic in basis and communicative in scope” (Hymes1964b:9). Such studies would be “whole ethnographies focused on communicative behavior” (1964b:9) and would be guided by, and subsequently used to guide the revision of, a descriptive framework which itself is a model of sociolinguistic description.

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Tesis sobre el tema "Sociolinguistic ethnography"

Van, De Weerd Lisa Pomme. "Nederlanders and buitenlanders: A sociolinguistic-ethnographic study of ethnic categorization among secondary school pupils". Doctoral thesis, Universite Libre de Bruxelles, 2020. https://dipot.ulb.ac.be/dspace/bitstream/2013/313510/4/TOC.pdf.

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‘Nederlanders and buitenlanders: A sociolinguistic ethnographic study of ethnic categorization among secondary school pupils’ is a study based on nine months of ethnographic fieldwork among pupils of the vocational track of a secondary school in Venlo, the Netherlands. Many of these pupils had a migration background, and though they were born in the Netherlands, they often referred to themselves as buitenlander (‘foreigner’), Marokkaan (‘Moroccan’), or Turk (‘Turk’), and referred to others without migration backgrounds as Nederlanders (‘Dutch people’).In this dissertation, van de Weerd combines ethnographic descriptions of the local context with ethnomethodological analyses of interactions to analyze such self- and other-categorizations. Although the use of categories such as Nederlander and buitenlander are commonly interpreted as straightforward indications of (dis) identification with a country or ethnic identity, it is argued that their meanings are constructed and negotiated in local interactions and are therefore much more complex. The pupils in this study, for instance, regularly discussed categories in association with certain clothing styles, language, or behavior, or jokingly teased each other by speaking negatively about these categories. The dissertation furthermore analyzes the relation between categorization practices and the use of different linguistic resources such as Dutch, Limburgish, Turkish, Arabic, and/ or Berber. ‘Nederlanders and buitenlanders’ may be of relevance to researchers interested in categorization in interaction, ethnicity, identification, the effects of diversification outside the metropolitan area, and more broadly, linguistic ethnography and sociocultural linguistics.
Dans Néerlandais et étrangers, j'étudie la façon dont les élèves du secondaire à Venlo, ‘classe 3/4b,’ se sont référés aux hiérarchies sociales locales et sociétales, et comment ils ont traité ce sujet, en se catégorisant eux-mêmes et les uns les autres en termes ethniques et en utilisant différents moyens linguistiques. La question de recherche, introduite dans le Chapitre 1, est la suivante: Quelles sont les significations et les fonctions respectives des catégories ethniques et des moyens linguistiques utilisés pour les élèves et les enseignants de la classe 3/4b ?J'ai mené cette étude sur la base des données recueillies pendant neuf mois de travail ethnographique sur le terrain avec les élèves, et en analysant les interactions entre les élèves, les enseignants et moi-même, principalement avec l'analyse de la catégorisation des membres (ACM) et l'analyse de la conversation (AC).À peu près la moitié des élèves de la classe 3/4b sont d'origine étrangère et, bien qu'ils soient nés aux Pays-Bas, ils se classent régulièrement, eux- mêmes et les autres, sous les étiquettes ‘étranger’, ‘Marocain’ et ‘Turc’, et qualifient les autres (mais pas eux-mêmes) de ‘Néerlandais’. Cette catégorisation faisait partie des interactions quotidiennes, que ce soit en se taquinant, en faisant ses devoirs ou en racontant des ragots sur des connaissances. L'utilisation de divers moyens linguistiques (en plus du néerlandais standard, les élèves ont utilisé l'arabe, le berbère, le turc, et les dialectes régionaux de Venlo et Tegelen, entre autres, dans leurs interactions) s'est également avérée importante pour élaborer ces catégories et en discuter.
Doctorat en Langues, lettres et traductologie
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Nkara, Jean Pierre. "Teke ways of speaking : an ethnographic and sociolinguistic study". Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507312.

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Galantini, Nicolò. "Language policies and early bilingual education in Sweden : An ethnographic study of two bilingual preschools in Stockholm". Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104793.

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This research aims to shed light on language policies and early bilingual education in Sweden. It highlights the main language policies developed by Sweden while framing them within a European perspective, thus comparing the “national” language policies to the “international” language policies, stressing differences and similarities. More specifically, it analyzes the language policies and guidelines related to bilingual education created by the Council of Europe and afterwards applies the same procedure to the Swedish ones. Furthermore, this study investigates the language practices of children and teachers in two bilingual/multilingual settings. In order to do this, the research was framed as a sociolinguistic ethnography and was carried out using observations, interviews and audio-recordings in order to achieve triangulation wherever possible. Interview and observational data were analyzed thematically while interactional data was analyzed to establish the purposes for which different languages were used by participants. In conclusion, this study might give an idea of how appropriate the Swedish language policies are while stressing the need to revise and implement those policies that might affect the success of early bilingual/multilingual preschool education in Sweden.
Denna studie ämnar belysa språkpolitik och tidig tvåspråkig utbildning i Sverige. Ett av målen är att titta närmare på rådande språkpolitik i Sverige ur ett Europeiskt perspektiv, genom at jämföra ”nationell” och ”internationell” språkpolitik och belysa likheter och skillnader. Detta innebär, mer specifikt, att analysera språkpolitik och riktlinjer för tvåspråkig utbildning som är utarbetad av Europarådet och sedan ställa dem mot de riktlinjer som är utarbetade i Sverige. Dessutom är målet att undersöka olika lingvistiska praktiker hos elever och lärare i en tvåspråkig kontext. Studien har utförts med sociolingvistisk, etnografisk metod och metodologisk triangulering som inkluderat olika tillvägagångssätt såsom observationer, intervjuer och inspelade ljudupptagningar. Insamlad data har undersökts med syfte att klassificera olika språkliga beteenden för att söka förstå de olika strategier och vanor som utgör själva kärnan i interaktionen mellan tvåspråkiga elever och lärare. Slutligen är syftet med studien att ge en inblick i hur lämplig svensk språkpolitik är i fråga om tvåspråkig utbildning och samtidigt belysa vad som kan behövas reviderasoch införas för att påverka framtida tvåspråkig/flerspråkig utbildning i Sverige.

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Abdullah, Ashraf R. A. "An ethnographic sociolinguistic study of virtual identity in Second Life". Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7334/.

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The virtual world Second Life (SL) offers its millions of users a fertile environment in which to socialise and engage in digital communication, immersed in a world where it seems like anything is possible and imagination is the only limit. To become an established resident of this virtual world is to acquire a virtual identity, which in turn requires an understanding and acquisition of phenomena such as how to dress, walk and talk. The acquisition of a SLidentity involves various linguistic acts. Users must familiarise themselves with the creative vocabulary of SL in order to reflect in-group identity. They must recognise the deictic field of the virtual environment and act accordingly through appropriate use of indexical and deictic expressions, to show awareness of the virtual surroundings. The final step towards becoming 'virtual' is recognising, acknowledging and fulfilling pragmatic acts in all of their complexity. These acts, such as those of an instructive nature, have different communicative intentions and short and long-term aims that contribute to the (co)construction of virtual identity. A SL corpus of approximately 200 thousand words and 24 hours of video data was gathered through systematic participant observation and ethnographic data collection methods. Wordsmith Tools(Scott, 2011) was used to examine the corpus observing frequencies, concordances and collocations of lexical items, leading to qualitative discussions of examples. Through the use of SLEnglish and SLArabic, reflecting in-group identity, the use of personal pronouns and place and time deictic expressions, indexing one's personal, spatial and temporal awareness in the virtual world, and through instruction and direction, a noob (Crystal, 2004) or novice can transform into a Resident (www.secondlife.com) or established user, and it is this transformation process and the linguistic (co)construction of a virtual identity that is the focus of this study.

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Drager, Katie. "A Sociophonetic Ethnography of Selwyn Girls' High". Thesis, University of Canterbury. Languages, Cultures and Linguistics, 2009. http://hdl.handle.net/10092/4185.

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This thesis reports on findings from a year-long sociolinguistic ethnography at an all girls’ high school in New Zealand which is referred to as Selwyn Girls’ High (SGH). The study combines the qualitative methods of ethnography with the quantitative methods of acoustic phonetic analysis and experimental design. At the school, there were a number of different groups (e.g. The PCs, The Pasifika Group, The BBs), each forming a community of practice where the different members actively constructed their unique social personae within the context of the group. There was a dichotomy between the groups based on whether they ate lunch in the common room (CR) or not (NCR) and this division reflected the individual speakers’ stance on whether they viewed themselves as “normal” or different from other girls at the school. In-depth acoustic analysis was conducted on tokens of the word like from the girls’ speech. This is a word with a number of different pragmatic functions, such as quotative like (I was LIKE “yeah okay”), discourse particle like (It was LIKE so boring), and lexical verb like (I LIKE your socks). The results provide evidence of acoustically gradient variation in the girls’ realisations of the word like that is both grammatically and socially conditioned. For example, quotative like was more likely to have a shorter /l/ to vowel duration ratio and be less diphthongal than either discourse particle like or grammatical like and there was a significant difference in /k/ realisation depending on a combination of the token’s pragmatic function and whether the speaker ate lunch in the CR or not. Additionally, three speech perception experiments were conducted in order to examine the girls’ sensitivity to the relationship between phonetic variants, lemma-based information, and social factors. The results indicate that perceivers were able to distinguish between auditory tokens of the different functions of like in a manner that was consistent with trends observed in production. Perceivers were also able to extract social information about the speaker depending on phonetic cues in the stimuli. Taken together, the results provide evidence that lemmas with a shared wordform can have different phonetic realisations, that individuals can manipulate these realisations in the construction of their social personae, and that individuals can use lemma-based phonetic trends from production to identify a word. These results have implications for how phonetic, lemma, and social information are stored in the mind and, together, they are used to inform a unified model of speech production, perception and identity construction.

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Olivo, Warren Peter. "Learning ESL in a Canadian Senior-Public school, an ethnographic and sociolinguistic study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/NQ53657.pdf.

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Nair-Venugopal, Shanta. "The sociolinguistics of code and style choice in Malaysian business settings : an ethnographic account". Thesis, Cardiff University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395785.

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This thesis reports an ethnographic study of the social meanings underlying code and style choice in the situated discourse of two business organisations in Malaysia. It explains choice in these contexts against the broader contextual backdrop of English as the traditional normative code of Malaysian business, and Malay as the national language and linqua franca. The language of seminar presentations and training sessions, selected as a type of formal speech event in such contexts, was analysed to determine if the norms governing English are in place and how they are interpreted in these contexts. An integrated theoretical framework, comprising an ethnography of communication with elements drawn from Accommodation Theory and the Markedness Model of code-switching, was employed to explain institutional and individual choices. In explaining choice, the study provides a contextualised model of the varietal range and stylistic continuum of Malaysian English (ME) based on the ethnographic evidence. It reveals that ME is the unmarked choice in Malaysian business, rather than approximations to exonormative models, such as Standard British or General American English. These varieties of standard English were, in fact, marked choices, although the formality of the workplace settings might have predicted otherwise. Neither was there consistent adherence to standard English usage, despite the use of register, nor clearly defined functional norms of spoken English. Instead, variability in speech forms was clearly demonstrated and three types or variants of ME were evident. A subvariety which was identified as Educated Malaysian English (EME) was oriented to as the educated speech norm. But far more evident was a norm of communicativeness' which was alluded to as a point of reference, by informants in the interview data. Another subvariety, identified as Colloquial Malaysian English (CME), was the familiar and solidarity code while the last subvariety identified was a pidgin or broken' English. ME was spoken in ethnically distinct ways, mainly in the prosody of the native languages of the speakers, as ethnolects. Malay, was a marked code and the marked choice despite being the national language and linqua franca. However, Malay was marked only in relation to tacit organisational policy and its use was not proscribed. But its use was not encouraged either. The study demonstrated that style shifting along the full varietal range of ME, the use of a seamless mixed code and code-switching into Malay, were more common ways of speaking in these settings than the use of normatively prescribed patterns. This challenges generally held notions and expectations regarding the use of English in Malaysian business settings. Such choices are explained as locally motivated pragmatic selections within the specific contexts of the workplace settings and in relation to the larger context of the Malaysian sociolinguistic situation.

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Mitsch, Jane F. "Bordering on National Language Varieties: Political and linguistic borders in the Wolof of Senegal and The Gambia". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1451114927.

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Fox, Diane Niblack. "Chinese voices : towards an ethnography of English as a second language". PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3896.

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This study draws on ethnographic methods to provide background information for the English as a Second Language teacher who looks out at the classroom and asks, 6 Who are these Chinese students?" The goal is to let Chinese students describe for themselves their experiences learning English, both in China and in the United States.

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Adams, George Harper. "English language learning difficulty in Hong Kong schools : an ethnographic assessment of the Hong Kong context with proposed solutions /". Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19740384.

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Libros sobre el tema "Sociolinguistic ethnography"

Urban Schools and English Language Education in Late Modern China: A Critical Sociolinguistic Ethnography. New York: Routledge, 2013.

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Saville-Troike, Muriel. The ethnography of communication: An introduction. 3^a ed. Malden, Mass: Blackwell, 2003.

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The ethnography of communication: An introduction. 2^a ed. Oxford, UK: B. Blackwell, 1989.

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The ethnography of communication: An introduction. 3^a ed. Malden, Mass: Blackwell Pub., 2003.

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Ethnography and language policy. New York: Routledge, 2011.

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Pálsson, Gísli. The textual life of savants: Ethnography, Iceland, and the linguistic turn. Chur, Switzerland: Harwood Academic Publishers, 1995.

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Doerr, Neriko Musha. The native speaker concept: Ethnographic investigations of native speaker effects. Berlin: Mouton de Gruyter, 2009.

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Ethnography, linguistics, narrative inequality: Toward an understanding of voice. London: Taylor & Francis, 1996.

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Müller, Andreas P. Sprache und Arbeit: Aspekte einer Ethnographie der Unternehmenskommunikation. Tübingen: Gunter Narr Verlag, 2006.

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Alim, H. Samy. You know my steez: An ethnographic and sociolinguistic study of styleshifting in a Black American speech community. [Durham, N.C.]: Duke University Press for the American Dialect Society, 2004.

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Capítulos de libros sobre el tema "Sociolinguistic ethnography"

Grey, Alexandra y Ingrid Piller. "Sociolinguistic ethnographies of globalisation". En The Routledge Handbook of Linguistic Ethnography, 54–69. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9781315675824-5.

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Nagar, Ila. "Using communities of practice and ethnography to answer sociolinguistic questions". En The Routledge Handbook of Language, Gender, and Sexuality, 150–63. Abingdon, Oxon; New York, NY: Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9781315514857-12.

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Lawson, Robert. "What Can Ethnography Tell us about Sociolinguistic Variation over Time? Some Insights from Glasgow". En Sociolinguistics in Scotland, 197–219. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137034717_10.

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Rampton, Ben. "Interactional sociolinguistics". En The Routledge Handbook of Linguistic Ethnography, 13–27. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9781315675824-2.

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Saville-Troike, Muriel. "The Ethnographic Analysis of Communicative Events". En Sociolinguistics, 126–44. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-25582-5_12.

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Levon, Erez. "Ethnographic Fieldwork". En Data Collection in Sociolinguistics, 71–79. Second edition | New York, NY : Routledge, [2018]: Routledge, 2017. http://dx.doi.org/10.4324/9781315535258-15.

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Cornips, Leonie y Louis van den Hengel. "Place-Making by Cows in an Intensive Dairy Farm: A Sociolinguistic Approach to Nonhuman Animal Agency". En The International Library of Environmental, Agricultural and Food Ethics, 177–201. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63523-7_11.

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AbstractBased on recent ethnographic fieldwork at an intensive dairy farm, this chapter examines the usefulness of posthuman critical theory for developing a new sociolinguistic approach to nonhuman animal agency. We explore how dairy cows, as encaged sentient beings whose mobility is profoundly restricted by bars and fences, negotiate their environment as a material-semiotic resource in linguistic acts of place-making. Drawing on the fields of critical posthumanism, new materialism and sociolinguistics, we explain how dairy cows imbue their physical space with meaning through materiality, the body and language. By developing a non-anthropocentric approach to language as a practice of more-than-human sociality, we argue for establishing egalitarian research perspectives beyond the assumptions of human exceptionalism and species hierarchy. The chapter thus aims to contribute towards a new understanding of nonhuman agency and interspecies relationships in the Anthropocene.

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Eckert, Penelope. "Ethnography and the Study of Variation". En The New Sociolinguistics Reader, 136–51. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-349-92299-4_10.

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Harr, Adam. "7. Sociolinguistic Scale and Ethnographic Rapport". En Rapport and the Discursive Co-Construction of Social Relations in Fieldwork Encounters, editado por Zane Goebel, 97–110. Berlin, Boston: De Gruyter, 2019. http://dx.doi.org/10.1515/9781501507830-007.

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Lou, Jackie Jia. "Linguistic Landscape and Ethnographic Fieldwork". En Data Collection in Sociolinguistics, 94–98. Second edition | New York, NY : Routledge, [2018]: Routledge, 2017. http://dx.doi.org/10.4324/9781315535258-20.

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Actas de conferencias sobre el tema "Sociolinguistic ethnography"

Bandyopadhyay, Sumahan y Doyel Chatterjee. "A Salvage Linguistic Anthropological Study of the Endangered Māṅgtā Language of West Bengal, India". En GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.15-2.

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The present paper is a salvage Linguistic Anthropology, in which attempt has been made to document a nearly-extinct language known as māṅgtā bhāsā, and to suggest appropriate measures for saving it from complete extinction. The word māṅgtā is said to have been derived from māṅā, which means ‘to ask for’ or ‘to beg’. The language is spoken by a few groups of the Bedia, which is a Scheduled Tribe (ST) in India with a population of 88,772 as per Census of India, 2011(Risley [1891]1981; Bandyopadhyay 2012, 2016, 2017). Bedia is a generic name for a number of vagrant gypsy like groups which Risley has divided into seven types. They live by a number of professions such as snake-charming, selling of medicinal herbs, showing chameleon art or multi-forming. Almost all of them have become speakers of more than one language for interacting with speakers of different languages in the neighbourhood for the sake of their survival. Even the present generation has almost forgotten their native speech, and their unawareness of the language becoming extinct is of concern to us. Elders still remember it and use it sometimes in conversations with the fellow members of their community. The ability to speak this language is construed with regard to the origin of this particular group of Bedia. In fact, the language had given them the identity of a separate tribal community while they demanded the status of ST in the recent past. Thus, socio-historically, the māṅgtā language has a special significance. In spite of being a distinct speech, there has been almost no study conducted on this language. This is one of the major motives for taking up the present endeavour. This project conducts morphological, phonological, syntactical and semantic studies on the māṅgtā language. Sociolinguistic aspects of this language have also been considered. The language has its roots in the Indo-European language family with affinity to the Austro-Asiatic family. The paper interrogates whether māṅgtā can be called language or speech. The study required ethnographic field work, audio-visual archiving, and revitalization, along with sustainable livelihood protection of speakers of the language.

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