he author begins her topic by tracing the roots and distinctive characteristics of ethnographic work on childrens language. In subsequent subsections of the article the researcher briefly contrasts and connects children and young peoples uses of language among themselves.
The researcher is interested in how social construction actually happens on the ground, and how children play an active role in changing their social environment and taking on individual identities. Within this objective the author analyses what influences childrens naturally occurring everyday uses of language, in terms of social practices, and what are the contextual factors both within and beyond the school.
To analyze the complexity of social dimensions of language use the utilization of linguistic tools in the analysis of recorded talk was combined with ethnographic methods. Within the framework of this approach researchers have used a multi-modal analysis (Kress, 2003) to study young childrens learning activities at home and school and to highlight particular disjunctions. Another type of analysis used is "video-ethnography" one. Its purpose is to trace the multiple integrations of different models in three-year-old childrens co-construction of mean with peers and adults at home and nursery.
Combining ethnographic and linguistic methodologies involves first-hand participantobservation within the contexts which are being studied, the recording of participants naturally occurring talk (and/or collection of written and other texts), and open-ended interviews to pursue their views and understandings. Data then analyzed using some form of linguistic discourse or conversation analysis. The data collected imply teenagers informal talk in secondary schools and youth clubs, the
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