Siga este enlace para ver otros tipos de publicaciones sobre el tema: Sociolinguistic ethnography.
Tesis sobre el tema "Sociolinguistic ethnography"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 38 mejores tesis para su investigación sobre el tema "Sociolinguistic ethnography".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore tesis sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
1
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.
Texto completoResumen
‘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
info:eu-repo/semantics/nonPublished
2
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.
Texto completo
3
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.
Texto completoResumen
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.
4
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/.
Texto completoResumen
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.
5
Drager, Katie. "A Sociophonetic Ethnography of Selwyn Girls' High". Thesis, University of Canterbury. Languages, Cultures and Linguistics, 2009. http://hdl.handle.net/10092/4185.
Texto completoResumen
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.
6
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.
Texto completo
7
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.
Texto completoResumen
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.
8
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.
Texto completo
9
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.
Texto completoResumen
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.
10
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.
Texto completo
11
Carter, John D. N. "GOING GAGA: POP FANDOM AS ONLINE COMMUNITY OF PRACTICE". UKnowledge, 2018. https://uknowledge.uky.edu/ltt_etds/27.
Texto completoResumen
Among various fan sites dedicated to pop stars, GagaDaily is one prominent online collective that centers around Lady Gaga. This study is a piece of ethnographic research focused on two claims – GagaDaily constitutes a Community of Practice (Eckert, 2006) in an online setting, and the regular use of humor by users fulfills social and pragmatic roles in the discourse. Communicative phenomena (both textual and graphic) that characterize the linguistic repertoire of GagaDaily members were catalogued from the first 100 pages of one thread within the forums. These data were grouped into categories corresponding to different dimensions of language use as well as media/literary devices. Alongside a quantitative analysis of various tokens and types of data, a qualitative examination of selected excerpts from the sample confirm the veracity of the two main claims. When analyzed with regard to Wenger’s definition of a Community of Practice (Wenger, 2009), GagaDaily meets all three of his requirements. Likewise, the analysis of humor reveal that GagaDaily users regularly engage in the first dichotomy of the tactics of intersubjectivity, adequation and distinction (Bucholtz & Hall, 2004) and incorporate GIF images in their humor to express their alignment with stance objects (DuBois, 2007) and other members.
12
Müller, Andreas P. "Sprache und Arbeit : Aspekte einer Ethnographie der Unternehmenskommunikation /". Tübingen : Narr, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=013361946&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
Texto completo
13
Wilson, Hope Marshall. "Teaching Language and Culture Through Online Ethnographic Explorations". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573901116368513.
Texto completo
14
Kawamitsu, Izumi. "Multiple Code Switching in an Okinawan Speech Community: An Ethnographic Perspective". PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4091.
Texto completoResumen
The ethnography of communication is a mode of inquiry which investigates relationships between language and culture in a particular speech community. Based on the ethnographic perspective, this study examines a certain way of speaking at a specific historical moment in a specific community. The major focus is two disc jockeys who are characterized as "trilingual" speakers (Japanese-English-Okinawa dialect) and their code switching activities in an Okinawan local radio program.
The three-month field study took place on the island of Okinawa. Data were collected from observations at the two radio stations, transcriptions of the program, and interviews with the DJs, the program director, program listeners, and older Okinawan residents.
The situational and metaphorical code switching patterns found in the DJs' verbal interactions include: obligational code choice, topic related code choice, interjections, quotations, translations, a lack of language proficiency, reiterations, and addressee specification. Using language which reflects "we" versus "they" orientation was a major determinant of the DJs' code choices. While the DJs use dialect to maintain Okinawan group identification, the use of English appeared directed toward loosening the social separation between Okinawans and Americans who belong to mutually exclusive speech communities.
In addition to these functions of code switching related to the general social context in Okinawa, the study finds that the DJs and program listeners share the particular sociolinguistic values and therefore create a specific speech community. The DJs' use of three codes discloses two cultural phenomena in this young Okinawan speech community. One is the enhancement of Okinawan identity as a resistance to Japanization and the other is the acceptance of the American influence as part of local culture.
Although the DJs are known to be "trilingual" among the younger people, the older generation defines the DJs' dialect as Okinawan-Japanese, which is a Creole produced language contact between the Okinawa dialect and Japanese. In a strict grammatical analysis, most of the DJs' dialect is not spoken in pure form of the Okinawa dialect. However, using dialect in a certain way, the DJs maintain and share Okinawan group identity with the young program fans. Simultaneously, the mixed-background English speaking radio hosts are also accepted by listeners as a symbol of new Okinawa where the American influence has become an indispensable factor in creating its unique characteristics. The success of the "trilingual" entertainers reveals the current situation in the young Okinawan speech community where a cultural interrelation between mainland Japan, America, and Okinawa can be discovered.
15
Amanti, Cathy. "International Influence and the Mexican Education System". Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/311475.
Texto completoResumen
According to critical scholars there is a global education policy community that contributes to the increasing convergence of national education policies (Rizvi & Lingard, 2010). Key players in this community include the World Bank and the Organization for Economic Cooperation and Development. Although the scholars point out that global education policies are not uniformly copied or implemented, missing from the literature on globalization and education are the voices of the students and educators impacted by them. The process of policy implementation is neither seamless nor mechanical. The intended impact of a policy is not necessarily its outcome. Not only may there be unanticipated consequences, but educators and students may also resist, adapt, or transform practices suggested by the policies. This study examines international influence on the classroom practices of educators in one high school in northern Mexico by tracing the implementation of a recent national high school reform. Mexican education officials drew on the examples of recent high school reforms in Europe in designing the reform and, in addition, borrowed money from the World Bank for its implementation. Analysis of key official documents related to the reform along with participant observation and interviews of teachers, students, parents, a union representative, and education officials reveal that although just like the policies of the global education policy community the reform promotes neoliberal and human capital views of schooling, these views are not shared by all of the participants in this study. In addition, participants do not believe that the reform is adequately adapted to the context of Mexican schools. Judging from the teachers participating in this study, Mexican schools and educators have strengths that were overlooked in the development of the reform.
16
Atsé, N'Cho Jean-Baptiste. "Langues africaines, identités et pratiques linguistiques en situation migratoire. Le foyer de travailleurs migrants en région parisienne comme interface entre ici et là-bas". Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030091.
Texto completoResumen
Notre recherche porte sur les relations entre langues africaines, identités et pratiques linguistiques en situation migratoire et s’inspire des travaux se situant dans les domaines de l’anthropologie linguistique et de la sociologie de l’immigration. À partir de terrains menés dans trois foyers de travailleurs migrants de Montreuil, une ville de la banlieue Est de la région parisienne, nous explorons les méthodes mobilisées par les résidents de ces foyers pour communiquer avec les autres par rapport au contexte et aux interlocuteurs. La vitalité ethnolinguistique d’une langue comme le soninké, le contact des langues africaines entre elles d’une part et entre celles-ci et le français (langue de l’ex-colonisateur et du pays d’accueil) d’autre part dans les foyers de travailleurs migrants, le tout avec les modes de réappropriation et de reconfiguration de ces espaces d’accueil sont au centre de nos réflexionsOur research focuses on relations between African languages, identities and linguistic practices in migration situation and draws on the work lying in the fields of linguistic anthropology and sociology of immigration. From land conducted in three outbreaks of migrant workers in Montreuil, a suburb east of Paris region, we explore the methods employed by the residents of these homes to communicate with others in relation to the context and interlocutors. Ethnolinguistic vitality of a language as the Soninke, the contact of African languages among themselves and between them and the French (the language of the former colonizer and the host country) in the other workers hostels migrants, with all modes of appropriation and reconfiguration of the reception areas are central to our thinking
17
Siebörger, Ian. "Literacy, orality and recontextualization in the parliament of the Republic of South Africa : an ethnographic study". Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1016140.
Texto completoResumen
In parliaments, the tasks of drafting legislation and conducting oversight are accomplished by means of complex chains of spoken, written and multimodal texts. In these genre chains, information is recontextualized from one text to another before being debated in sittings of the houses of parliament. This study employs the point of view afforded by linguistic ethnography to investigate critically the ways in which meanings are recontextualized in one section of such a genre chain, namely the process by which committees of South Africa's National Assembly oversee the budgets of government departments and state-owned entities. It does this to identify possible sources of communication difficulties in this process and suggest ways in which these can be minimized. In so doing, it develops a theoretical model of the discursive effects of recontextualization informed by Latour's (1987) notion of black-boxing as well as Maton's (2011) Legitimation Code Theory. This model uses Interactional Sociolinguistics and elements of Systemic Functional Linguistics, including APPRAISAL and Transitivity as tools to describe the realization of these effects in language. This study finds that ideational and interpersonal meanings are condensed and decondensed at particular points in the genre chain in ways that lead to some MPs’ voices being recontextualized more accurately than others’. It also shows that common sources of communication difficulties in the committee process include differences in political background and understandings of committee procedure and participant roles. It recommends that representatives of departments and entities reporting to the committees should receive a fuller prebriefing on their roles; that MPs should receive training on asking clear, focused questions; and that the role of committee secretaries as procedural advisors should be strengthened.
18
Nelson, Marie. "Andraspråkstalare i arbete : En språkvetenskaplig studie av kommunikation vid ett svenskt storföretag". Doctoral thesis, Uppsala universitet, Avdelningen för forskning och utbildning i modern svenska (FUMS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-126465.
Texto completoResumen
This thesis is a study of the everyday communication of second language speakers in a major Swedish company. On the basis of eighteen interviews with permanently employed industrial and office workers, who came to Sweden as adults from countries outside the Nordic region where non-Germanic languages are spoken, five individuals were chosen for observation. The overarching aim of the study is to identify communicative factors with a positive impact on the integration of second language speakers in the workplace and in their immediate work team. Subsidiary aims are to map out the communication of the five participants and to analyse their involvement in communicative activities, both professional and social. The focus is on the interaction between participants and fellow employees, primarily in terms of what participants themselves do to promote mutual understanding and good relations at work. Theoretically and methodologically, the study has its basis in discourse analysis, interactional sociolinguistics and the ethnography of communication. By means of fieldwork, a large body of empirical data was collected, comprising detailed field notes, audio and video recordings of naturally occurring talk, and texts read and produced by participants. The five participants’ day-to-day communication is shown to be influenced to a large degree by the type of occupation. At the company studied, whose corporate language is English, white-collar employees can manage without a knowledge of Swedish, so long as they know English. Factory workers, meanwhile, regard an inadequate command of English, rather than Swedish, as an obstacle to promotion. All the participants perform communicative acts designed to create and maintain group solidarity. In seeking to foster good relations in the workplace, they make use of jokes, compliments, narratives, swearing and greetings. The participants are shown to be metalinguistically and metaculturally aware, which aids everyday communication and integration. Linguistic and cultural asymmetries seem to be able to mitigate potential threats to face, making the participants a valuable resource in sensitive communicative situations. All co-workers provide linguistic scaffolding, but in interaction with the most career-oriented participant, markers of power can sometimes be observed. A high level of awareness and performance of relational communicative acts appear to facilitate and speed integration in the workplace and the immediate work team.Den kommunikativa situationen för invandrare på svenska arbetsplatser (KINSA)
19
Somerville-Braun, Jessica. "Transformative Civic Education with Elementary Students: Learning from Students and Their Teacher in a Bilingual Classroom". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586022394389801.
Texto completo
20
Söderlundh, Hedda. "Internationella universitet – lokala språkval : Om bruket av talad svenska i engelskspråkiga kursmiljöer". Doctoral thesis, Uppsala universitet, Institutionen för nordiska språk, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-131861.
Texto completoResumen
The thesis deals with the use of spoken Swedish on six English-medium university courses in Sweden. The courses are taken by both Swedish and foreign students, with English as the common language of instruction. The aim of the study is to describe and understand the oral use of Swedish, by students in particular, in the type of linguistic environment that arises when English is the medium of instruction. Language use is studied from three angles: the use of spoken Swedish, the functions of Swedish in interaction, and participants’ attitudes to Swedish and English and to the choice of one language or the other. The analysis is based on observations and recordings of naturally occurring talk on courses in the subject areas business studies, engineering and computer science, and on interviews with students and teaching staff. Close analysis of the Swedish spoken is combined with ethnographic knowledge of the broader social context of the courses, and in both theory and method the thesis combines the research fields of sociolinguistics and ethnography. The study shows that Swedish is spoken on all the courses observed. It is used primarily outside whole-group teaching, in interactions not involving foreign students. The language occurs both in talk relating to the course subject and in private conversations. Thus, English-medium education does not by definition mean that English is the only language employed; Swedish, too, has a more or less prominent place. In the thesis, attitudes and patterns of language choice are attributed to the national, rather than international, character of the courses, and to the fact that most of the students and lecturers have experience of and routines from Swedish-medium education. The old routines are carried over into the nominally English-medium courses, giving Swedish a special position and local prestige in these environments.Avhandlingen handlar om hur svenska används i den muntliga interaktionen i sex engelskspråkiga universitetskurser i Sverige. Kurserna följs av både svenska och utländska studenter och engelska är det gemensamma språket i undervisningen. Undersökningen utgår från studenternas språkbruk och syftet är att beskriva och förstå särskilt studenters muntliga användande av svenska i den typ av språkmiljö som uppstår då engelska är undervisningsspråk. Språkbruket undersöks från tre infallsvinklar: den talade svenskans användning, svenskans funktioner i interaktionen samt deltagarnas attityder till dels svenska och engelska, dels valet av språk. Analysen utgår från observationer och inspelningar av naturligt förekommande samtal i undervisning inom ämnesområdena företagsekonomi, teknik och datavetenskap samt från intervjuer med studenter och lärare. Näranalyser av den talade svenskan kombineras med etnografisk kunskap om kursernas bredare sociala sammanhang, och i teori och metod kombineras forskningsfälten sociolingvistik och etnografi. Resultatet visar att svenska förekommer i alla undersökta kurser. Svenska används främst utanför helklassundervisningen i samtal där utländska studenter inte deltar. Språket talas både i samtal som rör studieämnet och i privata samtal. Att kurserna är nominellt engelskspråkiga betyder alltså inte att engelska är det enda språk som används i samband med undervisningen, också svenskan har en mer eller mindre framträdande plats. I avhandlingen förklaras attityder och språkvalsmönster med att kurserna till sin karaktär är nationella – i motsats till internationella – och att majoriteten studenter och lärare har erfarenhet och rutiner från svenskspråkiga utbildningar. De gamla rutinerna förs över till de nominellt engelska kurserna och ger svenskan en särställning och lokal prestige i miljöerna.
21
Furman, Michael D. Furman. "Playing with the punks: St. Petersburg and the DIY ethos". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468848312.
Texto completo
22
Patel, Raakhee Navin. "An Ethnographic Study of Doctor-Patient Communication within Biomedicine and Its Indian Variant in Mumbai". Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1619705858186443.
Texto completo
23
Seilstad, Brian Seilstad. "Adolescent Newcomer Programming in Superdiverse Contexts: Continua, Trajectories, Ideologies, and Outcomes". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1528875322142932.
Texto completo
24
Scott, Camille R. "“Outside People”: Treatment, Language Acquisition, Identity, and the Foreign Student Experience in Japan". Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1400619243.
Texto completo
25
Alcade, Céline. ""Le solfège du service" : transmission-appropriation des compétences interactionnelles dans la formation aux métiers de service en restauration gastronomique". Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2008.
Texto completoResumen
Depuis l’engagement pionnier, au début des années 80, du réseau pluridisciplinaire Langage et Travail, des chercheurs issus des sciences du langage et du travail ont souligné l’importance croissante de la part langagière et plus largement interactionnelle du travail, avec en particulier la montée en puissance des activités de service. Notre recherche s’inscrit dans le champ d’une linguistique impliquée sur le terrain de la formation professionnelle, qui se développe depuis quelques années dans le domaine francophone. Les premiers travaux conduits dans ce champ ont permis de mieux cerner l’importance du langage et des interactions dans les cursus de formation, à la fois en tant que vecteurs de la transmission des pratiques et des savoirs professionnels, et entant qu’objets d’apprentissage. Dans une perspective inspirée par le paradigme de la socialisation langagière, ce travail se base sur une ethnographie collaborative menée durant deux ans dans une filière de licence professionnelle (Bachelor) en Management de l’hôtellerie-restauration de l’Institut Paul Bocuse (Ecully, France). Il a eu pour but d’analyser, puis d’améliorer les processus de transmission-appropriation des compétences interactionnelles du service en restauration. Dans une première partie, nous commençons par analyser, avec une focale assez large, la place des compétences interactionnelles dans les représentations émergeant des discours sur les métiers de service en restauration, ainsi que dans les prescriptions relatives à différentes sources éducatives et professionnelles et quelques types de formation. Nous étudions ensuite, dans une deuxième partie, avec une focale plus resserrée, la façon dont leur transmission est prise en charge dans différents contextes de formation (cours) de la filière susmentionnée de l’Institut Paul Bocuse. Nous resserrons encore la focale pour nous concentrer sur la formation au sein des restaurants-écoles de l’établissement étudié, au niveau fin des interactions entre les étudiants et les autres protagonistes de l’activité (maîtres d’hôtel-formateurs, chefs et clients). Les résultats révèlent une faible prise en charge de la transmission de ces compétences dans les pratiques formatives ayant cours dans ces restaurants d’application pour privilégier les procédures et gestes techniques du service. En regard, ils mettent au jour dans les pratiques de service attestées dans ces espaces, une dynamique collective et distribuée contribuant à socialiser les novices à la conduite professionnelle de l’activité et aux différents enjeux qu’elle recouvre pour les acteurs impliqués. Dans la troisième partie de la thèse, nous présentons la démarche d’ingénierie de la formation menée en étroite collaboration avec les formateurs aux métiers de service responsable de la pratique professionnelle dans les restaurants-écoles de l’institution. Cette démarche d’ingénierie a pour but de combler les « blancs des discours » de formation, et de mettre en œuvre un entraînement aux compétences visées, postulées en tant que plus-value immatérielle apportée au service matériel du repas, sous la forme d’information, de conseil et plus globalement d’accompagnement de l’expérience culinaire du client. En clôture de cette dernière partie, nous rendons compte des effets constatés dans les performances de service des étudiants, après intégration des modifications apportées à la formation.Située à la croisée des sciences de l’éducation et des sciences du langage, cette recherche se veut finalement une contribution au domaine d’étude, encore assez peu investi, de la part interactionnelle de la formation professionnelleSince the pioneering involvement of the multidisciplinary network Langage et Travail [Language and Work] in the early 1980s, researchersin the fields of linguistics and occupational science have highlighted the growing importance of the language element and more broadly theinteractional element of work, especially with the increased importance of service activities.Our research is in the field of language studies involved in the area of vocational training, which has been developed over the last few yearsin the French-speaking sector. The first research work conducted in this field made it possible to better define the importance of language andinteractions in the training curriculum, both as vectors for the transmission of vocational practice and knowledge and as subjects to be taught.From a perspective inspired by the linguistic socialization paradigm, this work is based on a collaborative ethnography conducted over two yearswithin a vocational degree course (Bachelors) in Catering and Hotel Management at the Institut Paul Bocuse (Ecully, France). The aim was toanalyze, then improve the process of the transmission-acquisition of interactional skills in catering and restaurant service.In Part One we begin by analyzing, with a fairly broad focus, the place of interactional skills in the picture emerging from discussions aboutservice roles in restaurant catering, as well as that in the advice relating to different educational and professional sources and some types oftraining. Then in Part Two we studied, with a more specific focus, the way in which their transmission is handled in different training contexts(classes) of the above-mentioned course at the Institut Paul Bocuse. We focus even more closely in order to concentrate on training in the trainingrestaurants of the establishment studied, at the very specific level of the interactions between the students and others involved in the activity (headwaiter-instructors, chefs and customers). The results reveal a low level of responsibility for the transmission of these skills in the training practicescurrent in these restaurants used to emphasize the procedures and actions of service. In this respect, they bring to light in the service practicesshown in these dining rooms, a collective and shared dynamic that helps beginners to cooperate in the professional conduct of the activity andunderstand the different issues it covers for those involved. In the third part of the thesis, we present the approach to training engineeringconducted in close collaboration with the service staff instructors responsible for professional practice in the institution’s training restaurants. Theaim of this engineering approach is to fill in the “gaps in what is said” in training, and to implement exercises in the targeted skills, postulated asan intangible added value brought to the physical service of a meal, in the form of information, advice and more generally support for thecustomer’s culinary experience. To conclude this final part, we report on the effects observed in students’ service performance following theincorporation of the changes made to the training course.Located in the area where the educational sciences and language sciences intersect, ultimately this research is intended to make acontribution to the field of study, still little investigated, of the interactional element in vocational training
26
da, Silva Emanuel. "Sociolinguistic (Re)constructions of Diaspora portugueseness: Portuguese-Canadian Youth in Toronto". Thesis, 2011. http://hdl.handle.net/1807/30088.
Texto completoResumen
This dissertation demonstrates that notions of language and identity are not entirely about personal characteristics (what a person is born with, what is "in his blood"), nor are they entirely about agency (how a person chooses to present herself). Instead, they are largely about markets and about the multiple positionings of social actors within markets that are structured by ideologies of the nation state, immigration and the globalized new economy. This critical perspective challenges the normalized view that immigrant (diasporic) communities are simply natural social groupings or depoliticized transplantations of distinct ethnolinguistic units from their "homeland". They are, like language and identity, carefully constructed and managed social projects that are shaped by forces from within and from without.
In Canada, the conditions for the institutionalization and (re)production of ethnolinguistic differences, which also make and mark class relations, are strengthened by the state’s multiculturalist policy. The Portuguese-Canadian community is one such ethnolinguistic market and the goal of this research is to examine which forms of portugueseness dominate the market, why and with what consequences for whom. Building from an ethnographic and critical sociolinguistic approach (Bourdieu 1977, Heller 2002), the qualitative data behind this research was produced through a two-year ethnography, participant observations and semi-structured interviews drawing primarily from six second-generation Portuguese-Canadians and members of their social networks.
The findings suggest that the kind of portugueseness that dominates the Portuguese-Canadian market is one from Mainland Portugal; one that is folklorized, patriarchal, and that promotes (Mainland) Portuguese monolingualism and false cultural homogeneity. A consequence of this sociolinguistic structuration is a division between Azoreans and Mainlanders who make up two parts of the same Portuguese market; partners in conflict over the legitimacy and value of their linguistic and social capital. Furthermore, the inheritors of this market, the second and subsequent generations, navigate discursive spaces filled with contradictions that often marginalize them. Their experiences highlight strategic mobilizations of Portuguese language and identity, as well as the consequences of having delegitimized cultural and linguistic capital. In short, this dissertation highlights the productive tensions between structure and agency, between uniformity and variability, and between exclusion and inclusion.
27
Van, de Wouwer Pascale Martine. "A sociolinguistic investigation of gender stereotypes in AIDS discourse". Diss., 2003. http://hdl.handle.net/10500/1192.
Texto completoResumen
This research investigates how the speech community living in Maputo city uses language in relation to HIV/AIDS and studies related stigmas which impede women's access to HIV/AIDS counselling services. My hypothesis is that frequent use of gender stereotypes in AIDS discourse aims at stigmatising women as AIDS propagators, while minimizing male sexual transgressions in the AIDS crisis. Interpretation of primary data collected via focus group discussions and interviews is done with five different approaches that study respectively: social meanings and representations of AIDS embedded in context, the stigmatising process correlating gender stereotypes and discrimination against women, stereotypical speech attitudes and speech mechanism as well as the functions and effects of stereotyping. My conclusion is that deeply rooted gender barriers are to be removed in order to combat the social plague of AIDS and that ethnography of communication offers interesting models for development projects that can initiate behavioural changes through speech.Linguistics
M.A. (Sociolinguistics)
28
"An ethnographic approach to the study of advertisements". Chinese University of Hong Kong, 1996. http://library.cuhk.edu.hk/record=b5888890.
Texto completoResumen
by Luk Anne.Publication date from spine.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1995.
Includes bibliographical references (leaves 167-174).
Abstract --- p.i
Acknowledgements --- p.iii
Chapter:
Chapter 1. --- Introduction --- p.1
Chapter 2. --- Ethnography of Communication --- p.5
Chapter 2.1. --- Definition --- p.5
Chapter 2.2. --- Previous Studies --- p.8
Chapter 2.3. --- Reasons for Conducting the Research --- p.16
Chapter 3. --- The Theoretical Framework and Its Application --- p.21
Chapter 3.1. --- Saville-Troike's Model --- p.21
Chapter 3.2. --- The Application of Saville-Troike's Model --- p.31
Chapter 4. --- Language usage in Advertisements --- p.44
Chapter 4.1. --- Linguistic and Advertising --- p.44
Chapter 4.2. --- The Different Techniques of Foregrounding --- p.46
Chapter 4.3. --- Justifications of Using the Techniques of Foregrounding --- p.53
Chapter 5. --- Methodology --- p.56
Chapter 5.1. --- Research Design --- p.56
Chapter 5.2. --- Data Collection --- p.57
Chapter 5.3. --- Data Analysis --- p.68
Chapter 6. --- Findings --- p.72
Chapter 6.1. --- Interpretations of the Advertisements --- p.74
Chapter 6.2. --- Linguistic Preference in Advertisements --- p.82
Chapter 6.3. --- The Role of Language in Advertising --- p.92
Chapter 6.4. --- Attitude of English advertisementsin Chinese Magazines --- p.113
Chapter 7. --- Discussion --- p.120
Chapter 7.1. --- Interpretations of the Advertisements --- p.121
Chapter 7.2. --- Linguistic Preference in Advertisements --- p.125
Chapter 7.3. --- The Role of Language in Advertising --- p.127
Chapter 7.4. --- Attitude towards English advertisements in Chinese Magazines --- p.133
Chapter 7.5. --- Relations of Social Background factors to the different Aspects of Studies --- p.133
Chapter 7.6. --- Interactions of the different components in Advertising --- p.153
Chapter 7.7. --- Limitations of the Study --- p.157
Chapter 8. --- Conclusion --- p.160
Chapter 8.1. --- Summary and Conclusion --- p.160
Chapter 8.2. --- Implications --- p.162
Chapter 8.3. --- Recommendations for Further Research Studies --- p.165
References and Bibliography --- p.167
Appendices --- p.175
29
Levasseur, Catherine. "«Moi j’suis pas francophone!» : discours, pratiques langagières et représentations identitaires d’élèves de francisation à Vancouver". Thèse, 2017. http://hdl.handle.net/1866/19997.
Texto completo
30
Lopes, Lucas Pavan. "La blogosphère et la fonction filtre : le cas de la campagne électorale de 2008 à São Paulo". Thèse, 2009. http://hdl.handle.net/1866/3282.
Texto completoResumen
Dans ce travail, j’étudie les relations entre la blogosphère politique dans la ville de São Paulo, au Brésil, et l’ensemble de l’écologie médiatique dans laquelle celle-ci est insérée. En établissant un dialogue avec les théories qui posent la dissémination des
blogues comme le moment de répartition des moyens de production et de démocratisation de parole, je propose que la blogosphère doit plutôt être envisagée comme une instance de filtrage des produits des médias de masse.
J’emprunte le concept de « dispositif » à Michel Foucault et à Giorgio Agamben, pour définir les médias du monde contemporain selon les termes d’un dispositif médiatique. J’emprunte aussi les concepts de « two-step flow of communications » et de « leader d’opinion » à Paul F. Lazarsfeld et Elihu Katz pour localiser la blogosphère dans l’ensemble de notre espace médiatique. Je défends également l’idée que les blogueurs exercent aujourd’hui une fonction semblable à celle des leaders d’opinion que décrivent Katz et Lazarsfeld – ce que je nomme la fonction-filtre de la blogosphère - et que ces blogueurs se situent dans la couche intermédiaire du flux d’informations dans les démocraties occidentales, c'est-à-dire celle qui se trouve entre les médias de masse et les récepteurs.
Pour conduire ma recherche, j’ai réalisé une ethnographie virtuelle auprès des blogueurs de la ville de São Paulo, au Brésil, pendant la période de la campagne électorale de 2008 à la mairie. Ensuite, j’ai soumis l’ensemble de leur production discursive à une analyse sociolinguistique. Et je conclus que plutôt qu’étant le fruit d’une révolution, l’écologie médiatique contemporaine reprend - en les diversifiant et en les étendant - des processus que l’on ne pensait propres qu’aux dynamiques des médias de masse.Here I study the relationship between the political blogosphere of the city of São Paulo, in Brazil, and the ecology of media in which it is inserted. I establish a dialogue with the theorists who believe in the dissemination of the blogs as the final moment of the democratisation of the means of symbolic production, and I come to the conclusion that the blogosphere should more likely be viewed as a filtering instance of the products from the mass media. I borrow the concept of “dispositif” from Michel Foucault and Giorgio Agamben and I define the media of the contemporary age in terms of a communicative dispositif. I also borrow from Paul F. Lazarsfeld and Elihu Katz the concepts of “two-step flow of communications” and “opinion leader” to find the place of the blogosphere in our communicative space. I argue that today’s bloggers play the function of the opinion leaders described by Katz and Lazarsfeld – which I name the filter-function of the blogosphere – and that they are localized in the intermediate layer of the flow of communications in the contemporary western democracies: the layer in between the mass media and the receptors. To undertake my research I have conducted a virtual ethnography in the political blogosphere of the city of São Paulo, in Brazil, during the municipal elections in October 2008. Then I submitted the whole of their discursive production to a sociolinguistic analysis. I conclude this work by stating that more than the product of a revolution in the realm of communications, the contemporary media ecology takes over, diversify and extend processes that we once believed were restricted to the dynamics of the mass media.
31
Borland-Walker, Kyra Ann. "An acoustic investigation of vowel variation in Gitksan". Thesis, 2019. https://dspace.library.uvic.ca//handle/1828/10609.
Texto completoResumen
The research question for this thesis is: How does vowel quality vary across Gitksan speakers, and what sociolinguistic factors may be influencing this variation? Answering this question requires both that I show what the variation is, and why it may be that way; I have approached these questions by conducting a study in two parts. First, I conducted a demographic survey and ethnographically-informed qualitative interview with nine Gitksan speakers. Second, I performed an acoustic analysis of vowel variation across these same speakers. The acoustic results lead me to conclude that the low and front vowels show the most variation between speakers. My findings allowed me to add to our understanding of individual variation across speakers and communities. Although further investigation is needed to come to a conclusion about the generalizability of these results, the overarching contribution of my work is to add phonetic detail to previous descriptions of variation between speakers within the Interior Tsimshianic dialect continuum.Graduate
32
"Language and Literacy Practices of Kurdish Children Across their Home and School Spaces in Turkey: An Ethnography of Language Policy". Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.34925.
Texto completoResumen
abstract: ABSTRACT
This study examines the language and literacy experiences of Kurdish minority children during their first year of mainstream schooling in a southeastern village in Turkey. I employed ethnographic research methods (participant observation, multi-modal data collection, interviewing, and focus groups) to investigate the language practices of the children in relation to language ideologies circulating in the wider context. I focused on the perspectives and practices of one 1st grade classroom (14 students) but also talked with seven parents, three teachers, and two administrators.
A careful analysis of the data collected shows that there is a hierarchy among languages used in the community—Turkish, English, and Kurdish. The children, their parents, and their teachers all valued Turkish and English more than Kurdish. While explaining some of their reasons for this view, they discussed the status and functions of each language in society with an emphasis on their functions. My analysis also shows that, although participants devalue the Kurdish language, they still value Kurdish as a tie to their ethnic roots. Another key finding of this study is that policies that appear in teachers’ practices and the school environment seemed to be robust mediators of the language beliefs and practices of the Kurds who participated in my study. School is believed to provide opportunities for learning languages in ways that facilitate greater participation in society and increased access to prestigious jobs for Kurdish children who do not want to live in the village long-term. Related to that, one finding demonstrates that current circumstances make language choice like a life choice for Kurdish children. While Kurds who choose Turkish are often successful in school (and therefore have access to better jobs), the ones who maintain their Kurdish usually have only animal breeding or farming as employment options. I also found that although the Kurdish children that I observed subscribed to ideologies that valued Turkish and English over their native language, they did not entirely abandon their Kurdish language. Instead, they were involved in Turkish- Kurdish bilingual practices such as language broking, language sharing, and language crossing.Dissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2015
33
"Changing Language Loyalty and Identity: An Ethnographic Inquiry of Societal Transformation among the Javanese People in Yogyakarta, Indonesia". Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.35991.
Texto completoResumen
abstract: This study examines changing language loyalties of the sociopolitically most dominant ethnic group in Indonesia, the Javanese. Although Javanese language has the largest number of speakers, within the last five decades the language is gradually losing its speakers who prioritize the national language, Indonesian. This phenomenon led me to inquire into the extent to which their native language matters for their Javanese identity and how the language planning and policy (LPP) mechanism works to foster Javanese language. To collect data, I conducted a six-month ethnographic research project in Yogyakarta, Indonesia. The findings show that Javanese language shift occurs because of strong supports from the government toward Indonesian by emphasizing its role as a symbol to unify all ethnic groups in Indonesia into one nation. Consequently, interference in intergenerational language transmission, a limited scope of Javanese use, decrease language competence, and negative attitude toward Javanese are evident. Although Javanese language is still perceived as the most profound marker of Javanese identity, it is now challenging to maintain it because of its limited role in most domains. The study also indicates that the Javanese people are now strongly inclined to Islam reflected by their piety to Islamic rules such as positive attitude to learn liturgic Arabic, to leave behind Javanese tradition not in line with Islam, and to view religion as a panacea to heal social problems. This high regard for Islam is also evident in schools. Furthermore, the Javanese people value highly English although nobody uses it as a medium of daily communication. However, the fact that English is tested in the secondary education national exams and the university entrance exam makes it necessary
for people to learn it. In addition, English is regarded as a modern, intellectual, and elite language. In short, the Javanese people perceive English as an avenue to achieve academic and professional success as well as higher social status. Altogether, this study shows that shifting language loyalty among the Javanese people is an indication of societal transformation.Dissertation/Thesis
Doctoral Dissertation English 2015
34
"Intergenerational Language Ideologies, Practices, and Management: An Ethnographic Study in a Nahuatl Community". Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.38543.
Texto completoResumen
abstract: Although there are millions of Nahuatl speakers, the language is highly threatened. The dominant language of Coatepec de los Costales, a small village in Guerrero, Mexico, was historically Nahuatl, a Uto-Aztecan language, referred to by some as “Mexicano” (Messing, 2009). In the last 50 years, there has been a pronounced shift from Mexicano to Spanish in the village, and fewer than 10% of the residents currently speak Mexicano. Without intervention, the language will be lost in the village. The ultimate cause of language shift is a disconnect in transferring the Indigenous language from the older to the younger generations. In Coatepec, older Nahuatl speakers are not teaching their children the language. This recurring theme appears in case studies of language shift around the world. Using a conceptual framework that combines (1) a critical sociocultural approach to language policy; (2) Spolsky’s (2004) definition of language policy as language practices, ideologies or beliefs, and management; (3) the ethnography of language policy, and (3) Indigenous knowledges, I collected and analyzed data from a six-month ethnographic study of language loss and reclamation in Coatepec. Specifically, I looked closely at the mechanisms by which language ideologies, management, and practices were enacted among members of different generations, using a combination of observation, archival analysis, and in-depth ethnographic interviews. Seidman’s (2013) three-part interview sequence, which includes a focused life history, details of experience, and reflections on meaning, provided the framework for the interviews. What are the language ideologies and practices within and across generations in this setting? What language management strategies – tacit and official – do community members of different generations employ? This in-depth examination of language ideologies, practices, and management strategies is designed to illuminate not only how and why language shift is occurring, but the possibilities for reversing language shift as well.Dissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2016
35
"Bringing Mormon Discourse out of the Twilight: Exploring how Fans Recognize, Reflect, Reinterpret, and Resist Multiple Discourses in and around the Seductive Saga". Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29710.
Texto completoResumen
abstract: ABSTRACT
The purpose of this study is to explore how LDS (Mormon) fans of Stephenie Meyer's Twilight saga make meanings from the text in the blogging community known as the Bloggernacle. It investigates how fans recognize, reflect, reinterpret, and resist meanings surrounding multiple Big "D" Discourses (Gee, 1999/2010; 2011) in and around the text. It examines the ways in which LDS fans (Church of Jesus Christ of Latter-day Saints) of the Twilight saga use language in order to signify membership in a particular Discourse. In addition, it seeks to understand how LDS fans use language to perform various identities and position themselves and others within the digital space.
This dissertation study analyzes the threads of five blogs and three discussion forums using the combined methods of critical ethnography (Carspecken, 1996) and Gee's (1999, 2010;2011) discourse analysis. It concludes, that, while multiple Discourses are present within the conversational threads, mainstream Mormon Discourse remains dominant and normalized within the space, which both informs and limits the interpretations available to Mormon fans. In addition, identity performance is negotiated in the blogs, and members form specific sub-communities within the Bloggernacle so as to create a space for those with distinct ways of believing, valuing, knowing, and identifying.Dissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2015
36
Cerulli, Tovar. "Meat and Meanings: Adult-Onset Hunters’ Cultural Discourses of the Hunt". 2011. https://scholarworks.umass.edu/theses/669.
Texto completoResumen
This study is a description and interpretation of talk about hunting. The study is based on data gathered from in-depth interviews with twenty-four hunters in the United States who did not become hunters until adulthood. A single overarching research question guides the study: How do people create and use discourses of hunting? The study is situated within the ethnography of communication research program and, more specifically, within the framework of cultural discourse analysis. The study employs cultural discourse analysis methods and concepts to describe and develop interpretations of how participants render hunting symbolically meaningful, and of what beliefs and values underlie such meanings. The major descriptive findings include recurrent patterns of talk concerning: connecting with land and nature, spirit, other people, human ancestry, and human nature; taking responsibility in ecological, ethical, and health-related ways, both through hunting and through other practices such as gardening; being engaged, present, alert, excited, and challenged; killing for appropriate reasons, in appropriate ways, and with appropriate feeling; and living and acting in response to a modern world that diminishes human experience, brutalizes animals, and harms the natural world. The major interpretive findings include hunting being linked to other practices such as gardening, and being spoken of as a deeply meaningful pursuit practiced for the feelings of connection, engagement, and right relationship that it fosters, and as a physically and spiritually healthful remedy for the negative effects of modern living and of industrial food systems. This research demonstrates that hunting and talk about hunting can be underpinned by common beliefs and values shared by hunters, non-hunters, and anti-hunters. This research also suggests that adult-onset hunters and their discursive practices may be of unique value to wildlife agencies and conservation organizations, to other adult onset-hunters, and to both scholarly and public understandings of—and dialogues about—the practice of hunting.
37
Carter, Phillip M. "Speaking Subjects: Language, Subject Formation, and the Crisis of Identity". Diss., 2009. http://hdl.handle.net/10161/1665.
Texto completoResumen
From Labov's (1963) finding that the centralization of the /ay/ and /aw/ diphthongs in Martha's Vineyard was emblematic of resistance to local economic and social change, to Mendoza-Denton's (2008) finding that variation in the realization of the /I/ vowel corresponds to gang affiliation among Latina girls in a Northern California high school, identity has been at the center of sociolinguistic analysis and theory for nearly a half century. Despite the centrality of this construct, sociolinguists have rarely stopped to ask about the epistemological, theoretical, and even political implications of identity. This dissertation offers a sustained, interdisciplinary critique of identity, both in linguistics and more generally in contemporary social theory. Through engagements with cultural anthropology, feminist theory, cultural studies, and linguistics, this critique calls attention to identity's epistemological baggage (e.g. collusion with neo-liberalism and Englightenment-era humanism) and theoretical tendencies (e.g. overestimation of agency) and suggests a turn to poststructuralist theory of subject formation. The dissertation is organized around three sections: historiography, theory, and empiricism, as follows.
The study begins with historiography, tracing the relationship between language and social analysis in a limited archive that includes the work of 19th and 20th Century language scholars, including William Dwight Whitney, Leonard Bloomfield, and Noam Chomsky. Focusing specifically on the relationship between Labov's variationist sociolinguistics and Chomsky's generative program, the historiography analyzes the conditions that led sociolinguistics to a form of social theory scaffolded around identity.
Poststructuralist theory of subject formation is introduced, with an emphasis on the work of Judith Butler (1990, 1997, 2004) and Michel Foucault (1975, 1976, 1981). A set of terms that animate this framework are introduced, including interpellation, subjectivization, discourse, subjectivity, subject position, subject type, power, and identity.
Two empirical studies of adolescent language are introduced and the findings are considered in light of the constellation of terms introduced in the prior section. The first is a case study focusing on the speech of one adolescent Mexican American female, "María," whose language use underwent reorganization over a three-year period coinciding with a change in community and school. Segmental and suprasegmental variables were analyzed from data collected from two time periods, T1 and T2. In order to account for modifications in "María's" vocalic production, two vowel variables were selected for acoustic analysis: pre-nasal and non-pre-nasal allophones of /æ/. These variables were selected because of their saliency in both Latino varieties of English (Thomas, Carter, & Coggshall 2006; Fought 2003; Thomas 2001). Midpoint measurements were taken for F1, F2, and F3 for a minimum of 25 tokens of each variable from T1 and T2 using PRAAT phonetics software (Boersma & Weenink 2009). Maria's production of prosodic rhythm was also analyzed using the Pairwise Variability Index (Lowe & Grabe 1995). Changes in F1 and F2 for both vocalic variables were statistically significant--both allophones of /æ/ were lowered and backed from T1 to T2. Conversely, no statistically significant difference was found in prosodic rhythm. These findings are analyzed in the context of the poststructuralist framework already set forth.
The second study is an intensive ethnographic investigation of a `majority minority' middle school in North Carolina that took place over a five-month period. Detailed ethnographic fieldnotes and unscripted interviews with 50 African American, white, and Latino speakers in social groups identified during observation constitute the data for this study. The analysis focuses on the subjectivizing effects of the institution, particularly the institutional discourses of `choice' and `value,' on the cultural and linguistic practices of its students. Using discourse analytic methods, the analysis shows that talk by students across all major social divisions (grade level, popularity status, gender, and ethnicity) is inflected by institutional discourses.
A complementary analysis considers the subjectivizing function of language ideology in the middle school context. Analysis of interview and ethnographic field data show three distinct discursive formations about language: `proper talk,' `ghetto talk,' and Spanish.
Dissertation
38
Shin, Hyunjung. "“Gireogi Gajok”: Transnationalism and Language Learning". Thesis, 2010. http://hdl.handle.net/1807/19133.
Texto completoResumen
This dissertation examines effects of globalization on language, identity, and education through the case of four Korean jogi yuhak (early study abroad) students attending Toronto high schools. Resulting from a 2.4-year sociolinguistic ethnography on the language learning experiences of these students, the thesis explores how globalization--and the commodification of language and corporatization of education in the new economy, in particular--has transformed ideas of language, bilingualism, and language learning with respect to the transnational circulation of linguistic and symbolic resources in today‘s world.
This thesis incorporates insights from critical social theories, linguistic anthropology, globalization studies, and sociolinguistics, and aims to propose a "globalization sensitive" Second Language Acquisition (SLA) theory. To better grasp the ways in which language learning is socially and politically embedded in new conditions generated by globalization, this new SLA theory conceives of language as a set of resources and bilingualism as a social construct, and examines language learning as an economic activity, shaped through encounters with the transnational language education industry.
The analysis examines new transnational subjectivities of yuhaksaeng (visa students), which index hybrid identities that are simultaneously global and Korean. In their construction of themselves as "Cools" who are wealthy and cosmopolitan, yuhaksaeng deployed newly-valued varieties of Korean language and culture as resources in the globalized new economy. This practice, however, resulted in limits to their acquisition of forms of English capital valued in the Canadian market. As a Korean middle class strategy for acquiring valuable forms of English capital, jogi yuhak is caught in tension: while the ideology of language as a skill and capital to help an individual‘s social mobility drives the jogi yuhak movement, the essentialist ideology of "authentic" English makes it impossible for Koreans to work it to their advantage.
The thesis argues that in multilingual societies, ethnic/racial/linguistic minorities‘ limited access to the acquisition of linguistic competence is produced by existing inequality, rather than their limited linguistic proficiency contributing to their marginal position. To counter naturalized social inequality seemingly linguistic in nature, language education in globalization should move away from essentialism toward process- and practice-oriented approaches to language, community, and identity.