Hostname: page-component-6bf8c574d5-5ws7s Total loading time: 0 Render date: 2025-03-03T23:03:35.734Z Has data issue: false hasContentIssue false
  • English
  • Français

Discourse Analysis in Ethnographic Research

Published online by Cambridge University Press:  19 November 2008

Deborah Poole
Get access Rights & Permissions [Opens in a new window]

Extract

The discourse analysis typical of language-oriented ethnographic research is distinct form the that which is more linguistically driven. From a linguistic perspective, ethnographic data may seem impressionistic, and the units of analysis (e.g., clarification, shaming, or visiting ritual) too ill-defined for rigorous or detailed investigation. The perspective taken in this review, however, is that ethnographic research has greatly expanded understanding of what can consitute both valid data and appropriate analytical units. Through focus on categories such as speech event or genre, a large number of previously unexamined discourse phenomena have emerged as appropriate and significant domains of inquiry.

Type
Foundations of Discourse
Information
Annual Review of Applied Linguistics , Volume 11 , March 1990 , pp. 42 - 56
Copyright
Copyright © Cambridge University Press 1990

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

UNANNOTATED BIBLIOGRAPHY

Au, K.H.P. and Jordan, C.. 1981. Teaching reading to Hawaiian children: Finding a culturally appropriate solution. In Trueba, H., Guthrie, G. and Au, K.H.P. (eds.) Culture and the bilingual classroom: Studies in classroom ethnography. Rowley, MA: Newbury House. 139–152.Google Scholar
Besnier, N. 1988. The linguistic relationships of spoken and written Nukulaelae registers. Language. 64.4.707–736.Google Scholar
Biber, D. 1986. Spoken and written textural dimensions in English: Resolving the contradictory findings. Language. 62.2.384–414.CrossRefGoogle Scholar
Bloome, D. (ed.) 1989. Classrooms and literacy. Norwood, NJ: Ablex.Google Scholar
Brown, P. 1980. How and why women are more polite. In McConnell-Ginet, S., Broke, R., and Furman, N. (eds.) Women and language in literature and society. New York: Praeger. 111–136.Google Scholar
Brown, P. and Levinson, S.. 1987. Politeness: Some universals of language usage. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Cochran-Smith, M. 1986. Reading to children: A model for understanding texts. In Schieffelin, B.B. and Gilmore, P. (eds.) The acquisition of linteracy: Ethnographic perspectives. Norwood, NJ: Ablex. 35–54.Google Scholar
Duranti, A. 1981. The Samoan FONO: A sociolinguistic study. Canberra: Australian National University. [Pacific Linguistics. Series B, Vol. 80.]Google Scholar
Duranti, A. 1984. Intentions, self, and local theories of meaning: Words and social action in a Samoan context. San Diego: University of California, San Diego, [Center for Human Information Processing, Technical Report 122.]Google Scholar
Erickson, F. 1987. Transformation and school success: The politics and culture of educational achievement. Anthropology and education quarterly. 18.4.335–355.CrossRefGoogle Scholar
Erickson, F. and Mohatt, G.. 1982. Cultural organization of participation structure in two classroom of Indian sutudents. In Spinlder, G. D. (ed.) Doing the ethnography of schooling. New York: Holt, Rinehart and Winston. 132–175.Google Scholar
Gilmore, P. 1986. Sub-rosa linteracy: Peers, play and ownership in linteracy acquisition. In Schieffelin, B. B. and Gilmore, P. (eds.) The acquisition of literacy: Ethnographic perspectives. Norwood, NJ: Ablex. 155–168.Google Scholar
Goodwin, C. and Duranti, A.. 1990. Rethinking context. Cambridge: Cambridge University Press.Google Scholar
Gumperz, J.J. 1982. Discourse strategies. New York: Cambridge University Press.CrossRefGoogle Scholar
Heath, S.B. 1982. What no bedtime story means: Narrative skills at home and school. Language in society. 11.1.49–77.Google Scholar
Heath, S.B. 1983. Ways with words: Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.Google Scholar
Heath, S.B. and Branscombe, A. (with Thomas, C.). 1982. The book as narrative prop in language acquisition. In Schieffelin, B.B. and Gilmore, P. (eds.) The acquisition of literacy: Ethnographic perspectives. Norwood, NJ: Ablex. 16–34.Google Scholar
Hicks, D. 1988. The development of gent skills: A linguistic analysis of primary school children's stories, reports and eventcasts. Cambridge: Harvard University. Ph.D. diss.Google Scholar
Hymes, D. 1962. The ethnography of speaking. In Sturtevant, W.C. (eds.) Anthropology and human behavior. Washington, DC: Anthropological Society of Washinton. 13–53.Google Scholar
Hymes, D. 1964. Indroduction: ehtnographies of communication. In Gumperz, J.J. and Hymes, D. (eds.) The ethnography of communication. 1–34. [Special issue of American anthropologist. 66.]Google Scholar
Lemke, J.L. 1986. Using language in classrooms. Geelong, Victoria: Deacon University Press.Google Scholar
Mehan, H.. 1979. Learning lessons. Cambridge, MA: Harvard University Press.Google Scholar
Michaels, S. 1981. “Sharing Time”: Children's Narrative Styles and Differential Access to Literacy. Language in society. 10.423–442.Google Scholar
Miller, P., Nemoianu, A. and DeJong, J.. 1986. Early reading at home: Its practice and meanings in a working class community. In Schieffelin, B.B. and Gilmore, P. (eds.) The acquisition of literacy: Ethnographic perspectives. Norwood, NJ: Ablex. 3–15.Google Scholar
Mohatt, G. and Erickson, F.. 1981. Cultural differences in teaching styles in an Odawa school: A sociolingustical approach. In Trueba, H.T., Guthrie, G.P. and Au, K. H. P. (eds.) Cultural and the bilingual classroom: Studies in classroom ethnography. Rowley, MA: Newbury House. 105–119.Google Scholar
Ochs, E. 1982. Talking to children in Western Samoa. Language in society. 22. 77–104.CrossRefGoogle Scholar
Ochs, E. 1984. Clarification and culture. In Schiffrin, D. (ed.) Meaning, form and use in cotext: Linguistic applications. Washington, DC: Georgetown University Press. 325–341. [Georgetown University Round Table on Languages and Linguistics 1984.]Google Scholar
Ochs, E. 1986. From feelings to grammar: A Samoan case study. In Schieffelin, B. B. and Ochs, E. (eds.) Language socialization across culture. Cambridge: Cambridge University Press. 251–272.Google Scholar
Ochs, E. and Schieffelin, B. B., 1984. Language acquisition and socialization: Three developmental stories and their implications. In Shweder, R. and Levine, R. (eds.) Culture theory: Essays on mind, self, and emotion. Cambridge: Cambridge University Press. 276–320.Google Scholar
Ochs, E., Taylor, C., Rudolf, D. and Smith, R.. In press. Narrative activity as a medium for theory-building. Discourse Processes.Google Scholar
Ogbu, J.. 1978. Minority education and caste: The American system in cross-cultural perspective. New York: Academic Press.Google Scholar
Ogbu, J.. 1987. Variability in minority responses to schooling: Nonimmigrants vs. immigrants. In Spindler, G. and Spindler, L. (eds.) Interpretive ethnography of education at home and abroad. Hillsdale, NJ: Lawrence Erlbaum. 225–278.Google Scholar
Patthey-Chavez, G. G. The language of problem solving in a computer laboratroy. Los Angeles: University of Southern Califronia. Ph.D. diss.Google Scholar
Pease-Alvarez, L. In press. Home and school contexts for language development: The experience of two Mexican-American pre-schoolers. In McGroarty, M. and Faltis, C. (eds.) Languages in school and society: Policy and pedagogy. The Hague: Mouton.Google Scholar
Philips, S. 1983. The invisible culture: Communication in classroom and community on the Warm Springs Indian Reservation. New York: Longman.Google Scholar
Platt, M. 1986. Social norms and lexical acquisition: A study of deictic verbs in Samoan child language. In Schieffelin, B.B. and Ochs, E. (eds.) Language socialization across cultures. New York: Cambridge University Press. 127–152.Google Scholar
Poole, D. 1989. Everyday testing as language socialization: A study of the quiz review. Los Angeles: University of Southern Califronia. Ph.D. diss.Google Scholar
Poole, D. 1990. Contextualizing IRE in an eighth-grade quiz review. Linguistics and eduaction. 2.2.185–211.Google Scholar
Sacks, H., Schegloff, E. and Jefferson, G.. 1974. A simplest systematics for the organization of turn-taking for conversation. Language. 50.4.696–735.Google Scholar
Schieffelin, B.B. 1986. Teasing and shaming in Kaluli children's interaction. In Scheiffelin, B.B. and Ochs, E. (eds.) Language socializaiton across cultures. Cambridge: Cambridge University Press. 165–181.Google Scholar
Schieffelin, B.B. 1989. The give and take of everyday life. Cambridge: Cambridge University Press.Google Scholar
Schieffelin, B. B. and Ochs, E.. 1986b. Language socialization. In Siegel, B. (ed.) Annual review of anthropology. Palo Alto: Annual Reviews. 163–191.Google Scholar
Scollon, R. and Scollon, S.. 1981. Narrative, literacy and face in interethnic communication. Norwood, NJ: Ablex.Google Scholar
Scribner, S. and Cole, M.. 1981. The psychology of literacy. Cambridge, MA: Harvard University Press.Google Scholar
Spindler, G. D.. (ed.) 1982. Doing the ethnography of schooling. New York: Holt, Rinehart and Winston.Google Scholar
Trueba, H. T. 1988. Culturally based explanations of minority studies's academic achievement. Anthropology and education quarterly. 19.3.270–287.Google Scholar
Van, Ness H. 1981. Social control and social organization in an Alaskan Athabaskan classroom: A microethnography of “getting ready” for reading. In Trueba, H., Guthrie, G.P. and Au, K.H.P. (eds.) Culture and the bilingual classroom: Studies in classroom ethnography. Rowley, MA: Newbury House. 120–138.Google Scholar
Watson-Gegeo, K. 1990. The social transfer of cognitive skills in Kwara'ae. Quarterly newsletter of the laboratory of comparative human cognition. 12.2.86–90.Google Scholar
Watson-Gegeo, K. and Gegeo, D.W.. 1990. Shaping the mind and straightening out conflicts: The discourse of Kawar'ae family counseling. In Watson-Gegeo, K. and White, G. (eds.) Disentangling: Conflict discourse in Pacific societies. Palo Alto, CA: Stanford University Press.Google Scholar
Zinsser, C. 1986. For the Bible tells me so: Teaching children in a fundamentalist church. In Schieffelin, B.B. and Gilmore, P. (eds.) The acquisition of literacy: Ethnographic perspectives. Norwood, NJ: 55–71.Google Scholar