Society for Linguistic Anthropology
Volunteered - Oral Presentation Session
Sociolinguists have recently pushed for a “multi/pluri” (Kubota, 2016) approach to the teaching of undergraduate writing and presentation. Given our current sociopolitical climate, it is crucial that educators recognize multilinguals’ unique assets (Canagarajah, 2013) and take a social justice stance to supporting multilinguals in classroom practice.
This paper proposes that critical ethnographic approaches to the teaching of undergraduate writing and research open up spaces for students’ cultural and linguistic resources in classroom practice and the development of student researcher identity. By taking a unique multimodal (oral and written modes) approach to Geertz’s (1973) concept of “thick description”, this paper introduces an ethnographic framework educators across the social science disciplines can bring into the teaching of research in the classroom. A discourse analysis of undergraduate student ethnographic writing across two academic quarters finds that applying ethnographic concepts to writing and oral delivery offers students increased rhetorical agency in the research process.
This session will be most useful for practitioners interested in designing and implementing ethnographic, reflexive and socially engaged approaches to research and writing in ways that draw on students’ varied linguistic and cultural identities.