Linguistic Ethnography

Fiona Copland is a Senior Lecturer in the School of Languages and Social Sciences at Aston University, Birmingham where she is Director of  CLERA (Centre for Language Education Research at Aston).  Before working in higher education, she was an English language teacher in Nigeria, Hong Kong, Japan and the UK, where she also taught on a range of teacher education programmes.  This background has influenced her research interests which include talk in pre-service teacher education conferences and teaching English to young learners, and she has published in these areas.  Since attending a course in ethnography, language and communication jointly run by King’s College University of London and the Institute of Education University of London, she has been an active member of the Linguistic Ethnography Forum, co-organising three conferences.   At Aston, Fiona is the Programmes Director of MSc TESOL courses and teaches a range of post-graduate modules.  She also supervises PhD students in the field of TESOL. Angela Creese is Professor of Educational Linguistics at the School of Education, University of Birmingham, and deputy director of the MOSAIC Centre for Research on Multilingualism. In the last ten years she has been funded to work in large multilingual research teams to research multilingualism.  Her research interests are in linguistic ethnography, language ecologies, multilingualism in society and multilingual classroom pedagogy. Her publications include Heteroglossia as Practice and Pedagogy (with Adrian Blackledge, 2014, Springer); The Routledge handbook of Multilingualism (2012, with Marilyn Martin-Jones and Adrian Blackledge); Multilingualism: A Critical Perspective (with Adrian Blackledge, 2010, Continuum); Volume 9: Ecology of Language, Encyclopedia of Language and Education (2009); Teacher Collaboration and Talk in Multilingual Classrooms (2005) and Multilingual Classroom Ecologies (2003).

This book uniquely draws readers into the world of the linguistic ethnographer and through a series of case studies each author coaxes us to walk alongside and by doing so challenges readers to critically reflect and engage with the research life-cycle on all its different levels.  A refreshing approach!

• Ethnography and LanguageLinguistic EthnographyData in Linguistic EthnographyDoing Research in Linguistic Ethnography: Building the CaseCase study one: Reflexivity, voice and representation in linguistic ethnographyCase study two: Researching feedback conferences in pre-service teacher trainingCase study three: Ethnography and the workplaceCase study four: Ethnography, language and healthcare planningPractical Issues in Linguistic Ethnographic ResearchEmpiricism, ethics and impactTranscription, translation and technologyWriting up: genres, writer voice, audienceWays forward