![]() ![]() ![]() This recent interest has been sparked, as will be discussed in detail in the next section, by the shift in the basic assumptions of language learning research among scholars, who no longer view learning in purely cognitive terms, but in terms of participation in communities and contexts of various kinds (ibid.). Yet, while ethnography has been embraced in the past decades as the preferred research approach in literacy studies (Barton, 2012), it has not hitherto been systematically used as the standard research approach in language learning studies (see, however, Bailly, 2011 Kuure, 2011 Pitkänen-Huhta & Nikula, 2013 Rothoni, 2019), while language learning scholars in different parts of the world are only now starting to pay greater attention to the use of ethnographic or retrospective self-report data to explore learning in non-institutional settings (Benson & Reinders, 2011: 5). Briefly introduced here, my own ethnographic project (see Rothoni, description" (Geertz, 1973) and an "emic or insider view" (Riemer, 2008: 205) of the perspectives, emotions, beliefs and values which underlie learners' literacy and language learning practices and processes. ![]()
0 Comments
|
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |