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Title: Understanding classroom communication from an ethnographic perspective
Author(s): Garcia, Georgia Earnest
Subject(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.
Issue Date: 1992-10
Publisher: Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.
Series/Report: Center for the Study of Reading Technical Report ; no. 562
Genre: Technical Report
Type: Text
Language: English
URI: http://hdl.handle.net/2142/31268
Rights Information: Copyright 1992 Board of Trustees University of Illinois
Date Available in IDEALS: 2012-05-30
Identifier in Online Catalog: 3954097
OCLC Identifier: 37356362


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