Using Ethnography to Bridge Classroom and Community Workshop presentation BC TEAL 2015 Patricia Ruiz and Kerry Johnson.

Using Ethnography to Bridge Classroom and

CommunityWorkshop presentation

BC TEAL 2015Patricia Ruiz and Kerry Johnson

Experiential learning course

• Part of ESL Pathways curriculum development

Emma Bourassa (Thompson Rivers University)

Kerry Johnson (University of the Fraser Valley)

Morna McLeod (Vancouver Community College)

Patricia Ruiz (Vancouver Community College)

photo by Kenny Louie

Course objectives

• 1) planning to reach a goal• 2) researching language and culture • 3) communicating in authentic

contexts • 4) continuous learning/ autonomous

learning

A language learner’s words

Learning the local language and participating in everyday life, I can observe carefully what’s happening around me. I am part of the culture…

Concepts we’ll address today

• Language learning in authentic settings

• Ethnographic research

• Intercultural learning and practice

Instructions for Task 1

Follow the directions in your handout

• Group A: page 2

• Group B: page 3

What did you learn?

• Group A – What themes came up?

• Group B – What did you notice?

Range of ethnographic research options

Passive outside observation

Structured outside observation

Participant observation

Feedback from cultural informant

Semi-structured interviews

Formal interviews

Instructions for Task 2

• This time, we’ll switch roles• Group A: See Task 1 Group B instructions

pg. 3

• Group B: Task 2 Group B instructions pg. 3

Did you collect some data?

• What kind?

• How rich is it?

• What was your experience like?

• What next?

The research cycleCreate (new)

questions

Observe/gather data

Look for patternsAnalyze the

meaning

Think about what (else) you need to

know.

Introducing procedures

• Students observe within college building• Discuss data and process

Going outside

• Students observe in chosen context 1-3 times (triangulation)

• Analyze data with support (cultural informant)

• Create poster to share findings

Integrating habits of observation

• Students plan next research goals• Reflect on the whole process and its

meanings

Background on ethnography

• In social sciences research – Live/participate with your research subjects– Trust qualitative data

Ethnography in language teaching

• In foreign language teaching (starting late 1980s)– Notice how people really behave and use

language– Develop habits of critical awareness

Current practice in ELL ethnography

• As a tool for intercultural learning in target language and culture

• As a tool for increasing sociocultural competence in authentic settings

• In foreign language teaching, as method to see tacit/implicit patterns in own culture

Data from research in a bank

• Non-verbal communication: smiling, nodding, leaning forward

• Verbal communication:– What can I do for you today?– Can you get your access card into the

reader?– Is there anything else I can help you with?

Analysis of patterns in the data

“The person intense to find out if there is any hidden need for any of the pre-approved product with the bank for my

own benefit.”

- Youzhou

Data from research on a bus

• Non-verbal communication:– Both people hand shake and hug

• Verbal communication:– Hey man! Was up! How you doing?– Thought you was still knock out cold!– You know, man, last night’s party was so

awesome!

Reflection on ethnographic process

“It is fascinating the different ways of communications we can discover in as less than 5 minutes observation.”

- Anna

A sociocultural reflection

“…At the beginning, if I ask an invoice from a vendor, I say,

‘Could you please fax the invoice for the Purchase Order #123 to my store because we haven’t received it yet’. After I observed my co-workers’ talking,

I’d like to use another expression that I say, ‘I was wondering it’s a good time to ask the invoice for the Purchase Order #123, I’d like to pay your company on time, I appreciate your co-operation’.”

- Selena

An intercultural reflection

“These action-inspections have given me the rational knowledge to see people from a different perspective and prevent

critical judgements,

changing them simply

for better thoughts.”

- Maria

Practical application

• “In this experiential process I have been able to learn that the ethnography culture shows the way people talk, make gestures and relate between them. This experience has been very valuable to me because in my career I had to interact with persons all the time either informally or formally while giving them customer service.” - Silvia

Practical application

• “This is also helped me understand Canadian culture in the work place…we shared some experience on social networking, observation, and working place small talk. These are really useful.”

- Hajin

Instructions for Task 3

Discuss these questions with your colleagues:

• How could your students use ethnography?

• What might some of the benefits or pitfalls be?

You will probably need to address…

• The paradigm shift for learners when they are asked to take charge of their own learning

You will probably need to address…

• Feelings of discomfort during observations (“spying” on people)

• Resistance (“What am I supposed to learn?” “How am I learning?”)

• Confusion regarding the purpose (“What am I supposed to do?” “Why am I doing this?”

You will probably need to address…

• Being out of their comfort zone: • The majority of our students wanted to use

internet searches, read, watching videos, etc.

• They were fearful when we suggested new strategies, especially ones that involved interaction with Canadians (but these were ultimately the most useful)

Some final tips

• Reiterate the purpose of improving observation skills

• Create a structure for data collection, analysis and reflection

• Address issues of privacy and research ethics

The research cycle never ends…

…so find a place to begin!

Good luck!

Our contact information

Patricia [email protected]

Kerry [email protected]