The authors present a social linguistic/social interactional
approach to the discourse analysis of classroom language and
literacy events. Building on recent theories in interactional
sociolinguistics, literary theory, social anthropology, critical
discourse analysis, and the New Literacy Studies, they describe a
microethnographic approach to discourse analysis that provides a
reflexive and recursive research process that continually questions
what counts as knowledge in and of the interactions among teachers
and students. The approach combines attention to how people use
language and other systems of communication in constructing
classroom events with attention to social, cultural, and political
processes. The focus of attention is on actual people acting and
reacting to each other, creating and recreating the worlds in which
they live. One contribution of the microethnographic approach is to
highlight the conception of people as complex, multi-dimensional
actors who together use what is given by culture, language, social,
and economic capital to create new meanings, social relationships
and possibilities, and to recreate culture and language. The
approach presented by the authors does not separate methodological,
theoretical, and epistemological issues. Instead, they argue that
research always involves a dialectical relationship among the
object of the research, the theoretical frameworks and
methodologies driving the research, and the situations within which
the research is being conducted. Discourse Analysis and the Study
of Classroom Language and Literacy Events: A Microethnographic
Perspective: *introduces key constructs and the intellectual and
disciplinary foundations of the microethnographic approach;
*addresses the use of this approach to gain insight into three
often discussed issues in research on classroom literacy
events--classroom literacy events as cultural action, the social
construction of identity, and power relations in and through
classroom literacy events; *presents transcripts of classroom
literacy events to illustrate how theoretical constructs, the
research issue, the research site, methods, research techniques,
and previous studies of discourse analysis come together to
constitute a discourse analysis; and *discusses the complexity of
"locating" microethnographic discourse analysis studies within the
field of literacy studies and within broader intellectual
movements. This volume is of broad interest and will be widely
welcomed by scholars and students in the field language and
literacy studies, educational researchers focusing on analysis of
classroom discourse, educational sociolinguists, and sociologists
and anthropologists focusing on face-to-face interaction and
language use.
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