Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/38661

Ethnographic Inquiry into Second Language Acquisition and Instruction

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dc.contributor.author Watson-Gegeo, Karen Ann
dc.contributor.author Ulichny, Polly
dc.date.accessioned 2015-12-15T01:00:03Z
dc.date.available 2015-12-15T01:00:03Z
dc.date.issued 1988
dc.identifier.uri http://hdl.handle.net/10125/38661
dc.description.abstract IN THE PAST FEW YEARS, we in ESL have become increasingly aware of the important role culture and cultural differences play in communication, learning, and thinking. Yet research methods traditionally used in our field have been less than successful in clarifying this role, or in helping us to take account of it in teaching. Ethnography is potentially a very important tool for basic research because it gives us a way to focus on the intersection of language, social context, and society. The purpose of this paper is to clarify what is involved in good ethnographic research both descriptively and analytically, and to illustrate the value of an ethnographic approach to research in ESL and second language acquisition. First, we will offer a basic definition of "ethnography." Next, we will briefly describe key principles of ethnographic research (further discussed in Watson-Gegeo, 1988). Then we will illustrate our points through two examples of research in which we are individually involved.
dc.format.extent 18 pages
dc.language eng
dc.relation.ispartof University of Hawai'i Working Papers in English as a Second Language 7(2)
dc.title Ethnographic Inquiry into Second Language Acquisition and Instruction
dc.type Working Paper
dc.type.dcmi Text
dc.contributor.department University of Hawaii at Manoa. Department of English as a Second Language.
dc.format.digitalorigin reformatted digital
Appears in Collections: Working Papers (1982-2000)


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