Teaching and Researching: Language and Culture (Paperback, 2 ed)

INTRODUCTION

SECTION 1 DEFINING LANGUAGE AND CULTURE

Chapter One  A sociocultural perspective on language and culture

1.1  Introduction 

1.2  Language as sociocultural resource  

   1.2.1  Dialogue as the essence of language use

1.2.2  Single- and double-voiced utterances

1.3  Culture as sociocultural practice

1.4  Linguistic relativity

1.5 A socially constituted linguistics

1.5.1  A socially constituted approach to the study of language and culture

1.5.2  The recent turn in studies of communicative activities

1.5.3  From linguistic relativity to sociolinguistic relativity

1.6  Systemic functional linguistics

1.7  Summary

Further reading

Chapter Two     Language and identity

2.1  Introduction 

2.2  Social identity  

   2.2.1  Contextual relevancy of social identity

2.3  Agency, identity and language use

2.3.1 Giddens’ theory of structuration

2.3.2 Bourdieu’s notion of habitus   

2.4  Research on language use and identity

 2.4.1 Interactional sociolinguistics

 2.4.2 Co-construction of identity

2.5 Summary

Further reading

Chapter Three  Language-and-culture learning

3.1  Introduction 

3.2  A sociocultural perspective on language and culture learning

   3.2.1 Mediational means

3.3 Language socialisation

3.4 Learning how to mean

3.5 Social activity and language development

3.6 Social activity and cognitive development

3.7 Contexts of learning

3.7.1  Language classrooms as fundamental sites of learning

3.7.2  Learning beyond the traditional classroom

3.7.3 The effects of globalization on sites of learning

3.8 Summary

Further reading

SECTION 2 TEACHING LANGUAGE AND CULTURE

Chapter Four     The sociocultural worlds of learners

4.1  Introduction 

4.2  Language socialisation practices: Home and school connections

4.3 Language variation

4.4 Redesigning curriculum and instruction

4.4.1  Culturally responsive educational programmes

4.4.2  Funds of knowledge

4.4.3  Language awareness curricula

4.5  Summary

Further reading

Chapter Five     Language and culture of the classroom

5.1  Introduction 

5.2  Schools and classrooms as sociocultural communities

5.3 The role of classroom discourse 

5.3.1  The The dominant pattern of interaction in classrooms

5.3.2  Changes in the third-turn that enhance learning opportunities

5.3.3  Social dimensions of classroom discourse

5.4  Redesigning curriculum and instruction

5.4.1 Communities of learners  

5.4.1.1 Communities of practice

5.4.1.2 Key design principles in creating a community of learners

5.4.1.3 Classrooms as communities of inquiry

5.4.2 Cooperative learning practices

5.4.2.1 Components of cooperative learning practices

5.5  Summary

Further reading

Chapter Six   Language and culture as curricular content

6.1  Introduction 

6.2  Defining knowledge of language and culture

6.2.1 Communicative competence

6.2.2 Interactional competence

6.2.3 Communicative competence revisited

6.2.4 Intercultural communicative competence

6.2.5 Learning outcomes: Where are we going?

6.3  Pedagogical approaches for redesigning language classrooms

6.3.1 Critical pedagogy

6.3.1.1Problem-posing approach

6.3.2 Project-based learning

6.3.2.1 Pragmatic ethnography

6.3.3 The multiliteracies project

   6.3.3.1  Genre-based pedagogy

6.4  Summary

Further reading

SECTION 3 RESEARCHING LANGUAGE AND CULTURE

Chapter Seven     The research enterprise

7.1  Introduction 

7.2  Foundations of research on language and culture from a sociocultural perspective

7.3. Methodological considerations

7.3.1 Choice of methods

7.3.2 Transcription issues

7.4  Negotiating relationships

7.5  Research ethics

7.6  Summary

Further reading

Chapter Eight    Approaches to research on language and Culture

8.1  Introduction 

8.2  Ethnography of communication

8.3 Interactional sociolinguistics

8.4  Conversation analysis 

8.5  Discourse analysis 

8.6  Systemic functional linguistics

8.7  Critical discourse analysis

8.8  Linguistic ethnography

8.9  Microgenetic approach

8.10 Summary

Chapter Nine     Guidelines for doing research

9.1  Introduction 

9.2 The research cycle

9.2.1 Identifying concerns and developing research questions

9.2.1.1 Negotiating access and relationships

9.2.2 Identifying research approach and sources of data   

9.2.2.1 (Participant) observations and fieldnotes

9.2.2.2 Video-recordingsand other visual materials

9.2.2.3 Interviews and questionnaires

9.2.2.4 Focus groups

9.2.2.5 Verbal protocols

9.2.2.6 Personal reflection journals

9.2.2.7 Archives and other documents

   9.2.3 Collecting data

9.2.4 Analysing the data

9.2.5 Reflecting on the findings

9.2.6 Sharing findings and taking action where appropriate

9.3 Summary

Further reading

Chapter Ten     Contexts of research

10.1 Introduction

10.2 Contexts of research

10.2.1 Macro social structures

   10.2.1.1 Suggestions for research projects

10.2.2 Institutional contexts

10.2.2.1 Suggestions for research projects

10.2.3 Communicative activities

10.2.3.1 Suggestions for research projects

10.2.4 Individual experiences

10.2.4.1 Suggestions for research projects

10.3 Summary

Chapter Eleven Resources for teaching and researching language and culture

11.1 Introduction

11.2 Journals

11.3 Professional organizations

11.4 Web-based resources

Glossary

References