The document discusses key concepts in ethnography and culture. It defines culture as the acquired knowledge people use to interpret experiences and generate behavior. Ethnography is defined as the process of discovering and describing a particular culture from the insider's point of view in order to understand their perspective. The goal of ethnography is to understand the world from the point of view of the culture being studied and to understand the meanings and experiences of their actions based on their own language and concepts rather than those of outsiders. The document also discusses different types of cultural descriptions that vary in their use of insider versus outsider language.
Ethnographic research is one of the many crucial research methodologies in educational research. This well-researched ppt gives a clear picture of the what, how, and why of the research design.
Ethnographic research is one of the many crucial research methodologies in educational research. This well-researched ppt gives a clear picture of the what, how, and why of the research design.
Demonstrating Factors Causing Demotivation in Learning English as a Second La...ijtsrd
This study aimed to document the demonstrating factors that demotivate college students at the University of Eastern Philippines Main Campus from learning English as a Second Language ESL . Based on the findings, the researchers developed institutional teaching strategies to address demotivation factors. The study employed a descriptive research design. A total of 552 randomly sampled college students enrolled in GE 2 Purposive Communication during the Second Semester of Academic Year 2020 2021 were considered as research participants. The questionnaire was adapted from the study of Gardner 1985 . Findings revealed that with a total weighted mean of 3.46, the respondents are “much demotivated†on the internal factors. On external factors, six 6 categories were found out, teachers' behavior, 3.75 “much demotivated †teachers' competence, 3.63 “much demotivated †classroom learning resource preparedness availability, 3.53, “much demotivated †course content, 3.27 “demotivated †class size, and course assessment and requirements, 3.26 “demotivated.†The 3.39 total weighted mean suggest that they are “demotivated†on external factors. The general weighted mean of 3.43, suggest that they are “much demotivated†on both internal and external factors. To address the demotivating factor issues of the language learners, the researchers came up with institutional teaching strategies framework which the language teachers may employ. These strategies include metacognitive, cognitive, social strategies, use of audio visual materials, and internet based language learning. Leah A. De Asis | Brenfred N. Romero | Karene Maneka A. De Asis-Estigoy | Veronica A. Piczon "Demonstrating Factors Causing Demotivation in Learning English as a Second Language in the University of Eastern Philippines: Basis for Institutional Teaching Strategies" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47685.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/47685/demonstrating-factors-causing-demotivation-in-learning-english-as-a-second-language-in-the-university-of-eastern-philippines-basis-for-institutional-teaching-strategies/leah-a-de-asis
Demonstrating Factors Causing Demotivation in Learning English as a Second La...ijtsrd
This study aimed to document the demonstrating factors that demotivate college students at the University of Eastern Philippines Main Campus from learning English as a Second Language ESL . Based on the findings, the researchers developed institutional teaching strategies to address demotivation factors. The study employed a descriptive research design. A total of 552 randomly sampled college students enrolled in GE 2 Purposive Communication during the Second Semester of Academic Year 2020 2021 were considered as research participants. The questionnaire was adapted from the study of Gardner 1985 . Findings revealed that with a total weighted mean of 3.46, the respondents are “much demotivated†on the internal factors. On external factors, six 6 categories were found out, teachers' behavior, 3.75 “much demotivated †teachers' competence, 3.63 “much demotivated †classroom learning resource preparedness availability, 3.53, “much demotivated †course content, 3.27 “demotivated †class size, and course assessment and requirements, 3.26 “demotivated.†The 3.39 total weighted mean suggest that they are “demotivated†on external factors. The general weighted mean of 3.43, suggest that they are “much demotivated†on both internal and external factors. To address the demotivating factor issues of the language learners, the researchers came up with institutional teaching strategies framework which the language teachers may employ. These strategies include metacognitive, cognitive, social strategies, use of audio visual materials, and internet based language learning. Leah A. De Asis | Brenfred N. Romero | Karene Maneka A. De Asis-Estigoy | Veronica A. Piczon "Demonstrating Factors Causing Demotivation in Learning English as a Second Language in the University of Eastern Philippines: Basis for Institutional Teaching Strategies" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47685.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/47685/demonstrating-factors-causing-demotivation-in-learning-english-as-a-second-language-in-the-university-of-eastern-philippines-basis-for-institutional-teaching-strategies/leah-a-de-asis
Researching multilingually exploring emerging linguistic practices in migrant...RMBorders
Presentation by Andrews, J. (University of the West of England), Pöyhönen, S. (University of Jyväskäla), Fay, R. (University of Manchester) and Tarnanen, M. (University of Jyväskäla), Researching Multilingually – exploring emergent linguistic practices in migrant contexts. Paper presented at the 2nd International Conference on the Sociolinguistics of Immigration (Slimig2016), Rapallo (Genova) Italy, September 22nd-23rd, 2016.
Keynote talk for EUROCALL 2017 (August 25, 2017) at the University of Southampton.
We live in a time of change that requires flexible and creative approaches to the socio-political mandates and constraints imposed upon our teaching and scholarship. While CALL provides us with technology-mediated solutions to some of the challenges that stem from recent political developments (e.g. subverting limitations to academic freedom imposed by national travel bans; see Oskoz & Smith, 2017), technology itself poses other challenges, including threats to personal dignity, privacy, individual agency, and democratic digital citizenship (European Data Protection Supervisor, 2015). In this talk I argue that we look to fandom for inspiration and motivation in responding to the socio-political challenges facing us in this time of change.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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Model Attribute Check Company Auto PropertyCeline George
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Key Concepts
“Culture is the acquired knowledge people use to interpret experience and
generate behavior.” (Spradley, 2012, p. 09)
“Explicit Culture is the cultural knowledge that people can talk about.” (Spradley,
2012, p. 03)
“Tacit culture is the cultural knowledge that people lack word for.” (p.03)
“Ethnography is the process of discovering and describing a particular culture”.
(Spradley, 2012, p. 06)
“Native realism is the belief that people elsewhere see the world in the same
way”. (Spradley, 2012, p. 04)
Cultural behavior is what people “do” (Spradley, 2012, p. 08)
Cultural knowledge is what people “know” (Spradley, 2012, p. 08)
Cultural artifacts is what people “make and use” (Spradley, 2012, p. 08)
3. What is Culture?
• Grasseni conducted fieldwork in a
valley of Italian Alps between 1997 to
1999. Here she learnt to look at a cattle
like the cattle breeders.
• The ability to look at a cow and
recognize its quality is very important
and highly respected trait among them
(Grasseni, 2010).
• The children of the breeders play with
the toy cows which resemble the
qualities of champion spaciman and
learn to recognize cows from that
(Grasseni, 2011).
5. Ethnography
Gerhard Friedrich Müller
• Gerhard Friedrich Müller developed the concept of ethnography during the Second
Kamchatka Expedition (1733–43)
• “I want to understand the world from your point of view. I want to know what
you know in the way you know it. I want to understand the meaning of your
experience, to walk in your shoes, to feel things as you feel them, to explain
things as you explain them. Will you become my teacher and help me
understand?”
― James P. Spradley
• “Ethnography literally means ‘a portrait of a people.’ An ethnography is a
written description of a particular culture-the customs, belieds, and behavior-
based on information collected through fieldwork.”
― Marvin Harries and Orna Johnson, 2000
6. Aim of Ethnography
“To get at culture, ethnographers must learn the meanings of action and
experience from the insider’s or informant’s point of view.” (Spradley, 2012,
p. 06)
“The goal of ethnography is “to grasp the native’s point of view, his relation
to life, to realize his vision of his world.” (Malinowsky, 1922, p.22 cited in
Spradley, 2012, p. 07)
Ethnography means learning from people not studying them (Spradley, )
Researcher must become student and the people teacher.
Learn to see the world from their perspective.
Should be concerned with the meanings of actions and events instead of the
very things.
Should put aside native realism and ethnocentrism.
8. Ethnography and Language
Ethnocentric Description
Social science descriptions
Standard Ethnographies
Monolingual
Ethnographies
Life histories
Ethnographic Novels
Outsiders’ Language (in percent)
Insiders’ Language (in percent)
The extent to which the description is based on
concepts and meanings in the language of outsiders
100
100
75
50
25
25 50 75
The extent to which the description is based on
concepts and meanings in the language of informants
There are six types of descriptions
(Spradley, 1979, p. 22). These are-
• Ethnocentric Description
• Social Science description
• Standard Ethnographies
• Monolingual Ethnographies
• Life histories
• Ethnographic Novels
9. • Spradley, J. P., 2012. Ethnography and Culture. In: J. Spradley & D. W. McCurdy, eds.
Conformity and Conflict: Readings in Cultural Anthropology. Fourteenth ed. New Jersey:
Pearson Education Inc., pp. 6-12.
• Spradley, J. P., 1979. The Ethnographic Interview. Florida: Harcourt Brace Jovanovich
College Publishers.
• Grasseni, C., 2010. Introduction: Skilled Visions: Between Apprenticeship and Standards.
In: G. Cristina, ed. Skilled Visions: Between Apprenticeship and Standards. New York:
Berghahn Books, pp. 1-20.
• Grasseni, C., 2011. Skilled Visions: Toward an Ecology of Visual Inscriptions. In: M. Banks &
J. Ruby, eds. Made to Be Seen: Perspectives on the History of Visual Anthropology. London:
The University of Chicago Press, pp. 19-44.
Reference