TL-TS 3 Telling cases, guidebook

2006

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nteractional Ethnography: Designing and conducting discourse-based ethnographic research, 2023

In this chapter we conceptualize Interactional Ethnography (IE) as a languaculture (LC) and introduce the idea and role of a bilanguacultural guide as a key informant who helps a researcher new to IE learn the ways of being, thinking, and acting as interactional ethnographers. We demonstrate how, why, and in what ways a bilanguacultural can mediate the languacultural connections through translanguaging, dialogue, access, and sharing of resources. Utilizing the interactional ethnographic "litany" of questions, we share the kinds of questions a learner/ethnographer may need to ask and the bilanguacultural guide answer to foster the novice's deepening understanding of IE. We show how collaborations with a bilanguacultural guide around conceptual and methodological understandings can lead to developing new IE-informed research projects.

In this article, we explore how short-term theoretically informed ethnography is emerging as an approach to doing research that is contemporary in both its subject matter and in its use for applied research projects designed to lead to informed interventions in the world. We argue that far from being a ‘quick and dirty’ route to doing qualitative research, short-term ethnography is characterized by forms of intensity that lead to deep and valid ways of knowing.

Interactional Ethnography: Designing and conducting discourse-based ethnographic research, 2023

In this chapter we demonstrate how a conversational interview guided by Interactional Ethnography creates potentials for researcher-participant partnership and exploration of emic understandings the participant foregrounds. We first provide a conceptual overview of conversational interviewing in ethnography, relating processes and goals of such interviewing to IE principles. Then, drawing on an interview from a larger project on invention education, we demonstrate how a high school teacher and research partners enact a conversational interview which leads to deeper, unexpected understandings about the supports and teacher experience in facilitating invention education. To make transparent the flow and construction of meaning in the conversational interview we utilize IE event mapping and discourse analysis methods. Through the conceptual and analytic explications, we demonstrate the potentials of IE-informed conversational interviewing to create opportunities for relationship building, power diffusion, and co-creation of knowledge with the people. We present conversational interviewing as a key resource in studying complex social processes, sites, and phenomena.

Ethnography and Ethnomethodology, 2023

The Special Issue on Ethnomethodology and Ethnography was developed out of a series of panels at the 2019 conference on 'Practices' of the 'International Institute for Ethnomethodology and Conversation Analysis' held in Mannheim (Germany), from 2 to 5 July. These aimed at reconsidering, empirically as well as theoretically, the important and foundational relationships between Ethnography and Ethnomethodology and Conversation Analysis (EMCA) that often have been problematized and sometimes even considered antagonistic. This theme not only generated many more submissions than could be accepted, but it also drew a big audience and much interest, especially among EMCA scholars working ethnographically. It further stirred ongoing in-depth discussions that contributed to this volume. Considering contemporary developments within the diverse field of Ethnography, on the one hand,that partly grew out of specific concerns such as sensory, digital, feminist, and post-colonial researchand current studies in EMCA, for example, on media, technology, and social inequalities, on the other hand, it seems that mutual overlaps and their potentials have partly been overlooked, underconceptualized, and at times perhaps even obscured or misunderstood. The timeliness of these discussions and their underlying theoretical issues are at the heart of this volume. Combining the efforts of the initially independent panels (by Yaël Kreplak and Alex Dennis; and by Christian Meier zu Verl and Clemens Eisenmann) has proven very productive. In view of the wide interest, we decided to publish two special issues, the first of which was published with Ethnographic Studies in late 2020 (Meier zu Verl et al., 2020) and we are very pleased to finally make the second volume available here with Qualitative Research. The collected papers in this volume explore in-depth the relationships, entanglements, and subtle, but important differences between Ethnography and EMCA in their theoretical, methodological, and empirical grounds. The individual contributions show in different and complementary ways, how these relations address foundational problems and concerns of qualitative methodologies more generally as well as their particular solutions to issues in the ongoing discussions of contemporary qualitative research. Many of the issues raised, such as questions on situatedness, reflexivity or positionality, can be traced back to earlier debates, starting from the 'value judgment controversy' (Werturteilsstreit) in the 1900s, the 'positivism dispute' (Positivismusstreit) in the 1960s, the 'Crisis of Representation' in Ethnography in the 1980s, or the debates on Editorial Qualitative Research

This chapter starts from the premise that a researcher aiming to investigate authentic interpreter-mediated interactions in social and cultural communities needs to make explicit what methods of investigation are used whenever fieldwork is put into practice. Specifically, my focus here is on how an ethnographic approach is integrated within Interpreting Studies (henceforth IS) and within Dialogue Interpreting Research (henceforth DIR). I therefore aim to discuss how ethnography-inspired approaches have been practiced in different contexts, raising and opening new objectives and issues in DIR. First, I give a brief overview of the main theoretical aspects underpinning ethnography as an epistemological approach and of the activities involved in fieldwork (§2). Second, I introduce DIR and some of the major methodological challenges therein (§3). Then, I focus more specifically on ethnography in DIR, drawing on my experience in Court settings (§4). Finally (§5), I highlight not only how the resulting challenges were addressed, but also how each and every stage of fieldwork contributes to enhancing the analyst’s perception and understanding of the complex and dynamic nature of face to face interpreter-mediated practices.

TESOL Quarterly, 2016

and I quickly became best friends. We frequently talked about my concern that some ESL studies using qualitative methods were incorrectly claimed by their authors to be ethnographic. A decade earlier, when ethnographic methods had come into mainstream educational research, I saw the same confusion I was now seeing in ESL. I argued that this kind of confusion happens when an academic field borrows methods from a social science discipline, without theoretical context and grounding in the fundamentals and origins of that method. Mike and Charlie suggested that I write an article for TESOL Quarterly defining what counts as ethnography, as a guide for ESL researchers. My PhD degree is in anthropology, and I had just come from Harvard Graduate School of Education, where I had taught ethnographic methods for 8 years to doctoral students in several subfields of education. As I wrote the article, therefore, I kept in mind my experience teaching graduate student researchers in education: what they needed to know about ethnographic methods, and the concepts and strategies with which they typically struggled. In the article I specifically emphasized rigor and systematicity in research design, data collection, and data analysis, because one or more of these tended to be lacking in the ESL ethnographic pieces I encountered at that time. The article had far more impact than I ever expected, and I am glad to see that over the years the quality of ESL studies using ethnographic methods has improved. I think that over the past 25 years, my article was one of several by many researchers that influenced the quality of work by successive cohorts of graduate students in ESL, sec

TESOL Quarterly, 2014

Autobiographic research interviews have become an accepted and valued method of qualitative inquiry in TESOL and applied linguistics more broadly. In recent discussions surrounding the epistemological treatment of autobiographic stories, TESOL researchers have increasingly called for more attention to the ways in which stories are embedded in interaction and thus are bound up with the social contexts of their production. This paper advances these efforts by demonstrating an empirically grounded approach to storytelling as interaction. Drawing on the research tradition on storytelling in conversation analysis, the article offers a sample analysis of a story produced in an L2 English interview with an adult immigrant in the United States. By engaging sequential conversation analysis, membership categorization analysis, and occasioned semantics, it examines the interactional practices through which the storyteller and story recipient launch, produce, and end the telling of a story that furthers the purpose of the autobiographic interview. By following closely the participants' coordinated actions as they unfold in time, we trace how the parties accomplish the storytelling as an intelligible and meaningful activity through sequence organization and turn design. We conclude with recommendations for extending storytelling research in TESOL to meet the evolving needs and interests of the field.