Understanding classroom communication from an ethnographic perspective

Garcia, Georgia Earnest

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https://hdl.handle.net/2142/31268 Copy

Description

Title

Understanding classroom communication from an ethnographic perspective

Author(s)

Garcia, Georgia Earnest

Issue Date

1992-10

Keyword(s)

• ethnographic
• microethnographic
• interaction patterns
• student achievement
• communicative competence
• home-school
• """emic"" perspective"

Abstract

"Findings from ethnographic and microethnographic research are reviewed to further our understanding about how classroom interaction patterns can affect student achievement. The concept of communicative competence is discussed in general and in the classroom setting in particular. Next, findings from studies of home-school cultural discontinuities are reviewed to illustrate the importance of understanding the different norms that may govern language interactions in the home, community, and classroom. How an ""emic"" perspective (e.g., the ability to empathize and understand other participants' perspectives and actions) can help teachers and clinicians bridge these differences between home and school is the final topic discussed."

Publisher

Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.

Series/Report Name or Number

Center for the Study of Reading Technical Report ; no. 562

Type of Resource

text

Language

eng

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http://hdl.handle.net/2142/31268

Copyright and License Information

Copyright 1992 Board of Trustees University of Illinois

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