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Description
This linguistic ethnography follows three journalism students (Petra, Penélope, and María) as they engaged in experiential language learning (EX-LL) via collaboration with community members during their Spanish for Specific Purposes (SSP) internship sites in the fields of journalism and medicine within the local Metro Phoenix community. Data were collected over the course of a 15-week semester via ethnographic methods (field notes, interviews, observations, and participant-reported data) to explore how the interns (i) took advantage of their SSP internship experiences to engage in identity work that exceeded the goals of the program and how they (ii) implemented their strategic knowledge via communicative strategies (CSs) during breakdowns in communication with community members related to their SSP internship sites/the social function of such strategies.
In order to answer the first research question, the data were analyzed via open and focused coding (Dyson & Genishi, 2005), followed by discourse analysis (Gee, 2005) informed by Critical Applied Linguistics (Pennycook, 2001) and Positioning Theory (Davis & Harré, 1990). To answer the second question, all instances in which the interns implemented communicative strategies were analyzed based upon the categorization repertories established by Dörnyei and Scott (1995a, 1995b, 1997), Lafford (2004), and Tarone and Yule (1987). To go beyond understanding what the interns were saying to why were they saying it, discourse analysis was used (Gee, 2005).
The findings show that Petra, Penélope, and María appropriated their SSP internship to engage distinct, yet interrelated language- and ethnic/racial-based identity work. Each intern utilized language (and extra-linguistic elements, such as corporeal expression) to position themselves in different ways within social discourse. Furthermore, this identity work influenced which CSs they utilized, as the social function of many of these strategies was to maintain and/or protect their desired identities.
Drawing on these insights, a variety of implications are offered from four viewpoints: implications for (i) EX-LL-based research: colonized versus humanizing research, (ii) critical community collaboration inside and outside of EX-LL, (iii) CSs and communicative competence, and (iv) EX-LL/Languages for Specific Purposes pedagogy and internship design.
In order to answer the first research question, the data were analyzed via open and focused coding (Dyson & Genishi, 2005), followed by discourse analysis (Gee, 2005) informed by Critical Applied Linguistics (Pennycook, 2001) and Positioning Theory (Davis & Harré, 1990). To answer the second question, all instances in which the interns implemented communicative strategies were analyzed based upon the categorization repertories established by Dörnyei and Scott (1995a, 1995b, 1997), Lafford (2004), and Tarone and Yule (1987). To go beyond understanding what the interns were saying to why were they saying it, discourse analysis was used (Gee, 2005).
The findings show that Petra, Penélope, and María appropriated their SSP internship to engage distinct, yet interrelated language- and ethnic/racial-based identity work. Each intern utilized language (and extra-linguistic elements, such as corporeal expression) to position themselves in different ways within social discourse. Furthermore, this identity work influenced which CSs they utilized, as the social function of many of these strategies was to maintain and/or protect their desired identities.
Drawing on these insights, a variety of implications are offered from four viewpoints: implications for (i) EX-LL-based research: colonized versus humanizing research, (ii) critical community collaboration inside and outside of EX-LL, (iii) CSs and communicative competence, and (iv) EX-LL/Languages for Specific Purposes pedagogy and internship design.
ContributorsVollmer Rivera, Alexis Ann (Author) / Lafford, Barbara (Thesis advisor) / O'Connor, Brendan (Committee member) / Bernstein, Katie (Committee member) / Beaudrie, Sara (Committee member) / Arizona State University (Publisher)
Created2018
Description
Across the world, nations manage their borders in various ways. Brazil and Uruguay share a non-militarized dry border, which creates a range of unique challenges and assets for that region. Through historical, linguistic, and cultural context as well as ethnography-inspired mixed method research, this paper demonstrates that the border region serves as an area of cultural blending. While elements of national affiliation are still present, at times, semiotic and linguistic elements are neither Brazilian nor Uruguayan, but have taken on their own identity.
ContributorsAraiza, Ulises (Co-author) / Desper, Tate (Co-author) / Escobar, Edward (Thesis director) / O'Connor, Brendan (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Transborder Studies (Contributor)
Created2015-05
Description
I never feel completely comfortable with someone until I know I can make them laugh. Humor has played an important role in all of my personal relationships, with friends, family and coworkers. For this reason, humor has always fascinated me. One person's sense of humor can differ so greatly from another's, yet the reaction of laughter is the same. Entering college, I saw the field of psychology as the most direct path to studying humor. My thesis was always going to address humor in some way, and I decided that the best way to study humor was through stand-up comedians. These performers spend most of their time trying to make other people laugh, but they don't seem very happy. I decided to watch local shows and interview local comedians, with the goal of better understanding this relationship between humor and sadness. Specifically, I wanted to find out how these comedians use humor to deal with negative experiences in their lives. I conducted interviews with six local stand-up comics, who have experienced varying degrees of success in their stand-up careers. The questions for the interviews were developed to best determine how the comics had decided to work in stand-up comedy, what their career trajectories had looked like, how they develop their material, how humor connects to negative experiences in their lives, and how committed each comic was to performing stand-up. Also, I hoped to gain a better understanding of what role stand-up played in shaping the identity of each comic. Interviews lasted between 40 and 75 minutes. I interviewed the local stand-up comics Iesha Renee, Shapel Lacey, Anwar Newton, Mike Enders and Charles Engle, and Michael Turner.
ContributorsLucas, Peter J. (Author) / Meloy, Lisa (Thesis director) / O'Connor, Brendan (Committee member) / Department of Psychology (Contributor) / School of Human Evolution and Social Change (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This study observes two fanfiction speech communities, Danny Phantom and Detective Conan. The members of these communities write stories based upon the canon within these two animated cartoons and interact with one another through reviews, author's notes, and story summaries. Using the speech community model, this community's unique practices and communicative repertoire will be identified and analyzed. Both of these fandoms show similarities with the overarching general fanfiction speech community, but they also possess key differences that define them as their own separate community. Fan jargon is used frequently in author's notes, reviews, and summaries to indicate fan expertise and membership within the fandom as well as exclude newcomers from understanding the information. This jargon remains largely the same across languages, and using it properly is important to being considered a true fan. Furthermore, many stories share similar elements that are not present within the source material, indicating that the fandoms possess a shared communicative repertoire. Review practices also show strong cultural norms that demand that reviewers offer praise and encouragement to the writers. Most criticism is phrased extremely kindly to avoid breaking cultural norms. Those who do not follow these cultural norms are shunned by the community, and required to apologize to maintain proper fan membership. Fan hierarchy is also examined, including the ways that big name fans and reviewers exert centripetal and centrifugal forces upon the language, simultaneously pushing it towards standardization and variation. Authors also use many face saving techniques to demonstrate their own lack of knowledge within the community, especially if they are new or inexperienced. The members of these communities share a deep cultural connection that is strengthened by their practices and repertoires.
ContributorsDial, Ashtyn Nicole (Author) / Friedrich, Patricia (Thesis director) / O'Connor, Brendan (Committee member) / Computing and Informatics Program (Contributor) / Department of English (Contributor, Contributor, Contributor) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
This project highlights the importance of students learning and applying social skills in educational settings for students with ASD. Social stories are one method used for students with autism spectrum disorders (ASD) to integrate social skills instruction in classroom settings. Social stories are designed to help a child learn and respond to social cues for successful social interactions. Although, there is limited research on the effectiveness of social stories, research has demonstrated the effectiveness of peer-mediated learning and the effects of positive peer relationships in inclusive early childhood settings. This project draws on the evidence of peer- mediated learning through the medium of social stories to support students with ASD in school settings. This project is the creation of a double-sided social story picture book designed to teach prosocial peer interactions to students with ASD and to teach their peers to support them in learning the specific social skill. The target skill for this peer-mediated social story is learning how to interact with friends in the classroom by initiating and responding to requests to play. \r\nThe project is unique in that this social story includes a section for the student with ASD and a section to support the peer in their role within the social relationship.
ContributorsGacad, Clare Santos (Author) / Oakes, Wendy (Thesis director) / Bernstein, Katie (Committee member) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Education is known for being powerful in reducing poverty, improving health, promoting healthier economies, and providing peaceful and productive opportunities for young people worldwide. It’s a key to success that has been threatened in the state of Arizona through low funding, teacher shortages, and a lack of resources. Inadequate learning environments further educational inequalities and hinder academic achievement among students. In finding a solution, the objectives of education policy in Arizona are analyzed from an economic and equity standpoint.
ContributorsHernandez Martinez, Chelsea (Author) / Bizuneh, Abyssinia (Co-author) / Bolosan, Kaleo (Co-author) / O'Connor, Brendan (Thesis director) / Garcia, David (Committee member) / Barrett, The Honors College (Contributor) / Economics Program in CLAS (Contributor) / School of Criminology and Criminal Justice (Contributor) / Division of Teacher Preparation (Contributor) / School of Transborder Studies (Contributor)
Created2023-05
Description
This dissertation explores the possibility of Critical Communication Pedagogy outside of traditional classrooms through a critical and performance ethnographic approach from 15-months of data collection. Specifically, the author embraces the Chicana/Latina feminist methodology pláticas to co-create space with Latinx high school students who have experienced the foster care system. Through sixteen pláticas, the major themes explored include interrogating power, embracing embodied knowledge to question civility, and examining culture and identity. Additionally, the author embraces critical auto/ethnography to grapple with the tensions that arise for her, as a communication scholar, embracing a radical approach to laboring with youth beyond the classroom.
ContributorsTerminel Iberri, Ana Isabel (Author) / LeMaster, Loretta (Thesis advisor) / O'Connor, Brendan (Thesis advisor) / Chávez, Karma (Committee member) / Arizona State University (Publisher)
Created2023
Description
This dissertation study investigated how Somali refugee families living in Nairobi, Kenya experience and negotiate their religious and secular identities through literacies. This study provided detailed experiences and reflections of individuals––children and parents about their literacies. The children in this study learned to read in English and Kiswahili in school, and they learned to read in classical Arabic—three languages they do not speak at home. The study explored Qur’anic schools which literacy researchers have long overlooked, yet these are spaces that shape many children’s rich multilingual, multiliterate, and multiscriptual repertoires while, at the same time, shaping and negotiating their fluid identities. Three themes, literacy as social practice, liturgical literacy, and funds of knowledge offered a complimentary lens through which this community was studied. Literacy, as a social practice, demonstrates how certain social groups use specific socially constructed literacies within specific contexts to achieve various goals. The concept of liturgical literacy foregrounds how minority languages, such as Classical Arabic, have great symbolic value for communities, including those who neither speak nor understand the language, while funds of knowledge conceptualize the knowledge and related activities present in homes that have the potential for contributing positively to children’s learning. Using the ethnographic methodology, this inquiry spanned six sites and focused on participants during their interactions with literacy, orality, and text for eight months. The study occurred in three homes, two Dugsis, and one school site. A rich description of the community was achieved by presenting language and literacy practices in a multi-sited ethnography. This dissertation ultimately also offers contemporary relevance: investigating a community whose literacies are invisible, minoritized, and marginalized, and aimed to inform educational researchers, policymakers, and teachers who are devoted to rethinking what counts as literacy, for whom, in what contexts, and with what kinds of consequences. In a time of increased movement of people across borders, this research has important implications for teacher preparation, theories of language learning, and literacy education.
ContributorsMohamed, Saida Hussein (Author) / Bernstein, Katie (Thesis advisor) / Warriner, Doris (Thesis advisor) / Arizona State University (Publisher)
Created2023
Description
Parental rights bills are pieces of legislation that detail and lay out the rights and abilities that parents have in the educational systems in the United States. After diving deeper into the history and effects of parental rights bills historically throughout the nation as well as what factors contribute to the passing of parental rights bills, I take a closer look at the specific parental rights bill that is central to my analysis: Arizona House Bill 2161. I conducted a thorough analysis of the transitivity of the bill paying close attention to who the actors were and the type of process they were conducting. Then, I singled out all the modals and the abilities they were depicting. As a result of both methods, I found that parents are given exclusive and undeniable control over their children’s education. Additionally, I found that students are cast to the side and their voices are swept under the rug as they have no modals and are never the actor - only the clients.
ContributorsCrookenden, Hadley (Author) / Bernstein, Katie (Thesis director) / Kaveh, Yalda (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Division of Teacher Preparation (Contributor)
Created2023-12
Description
This study utilized a Culturally Responsive Teaching training and bi-weekly collaboration sessions to improve the connectedness between teachers and their Latino male students. Three first-year teachers and 21 students participated in this study to learn how teaching practice and student classroom experiences changed as a result of the innovations. The findings showed teachers modified their planning and teaching and demonstrated more frequent culturally responsive teaching behaviors at the end of the implementation period. Participating students also showed increased classroom engagement and stronger relationships with their teachers, in addition to feeling more valued and included in the classroom. This study highlights effective structures and practices in areas such as cultural responsiveness implementation, teacher collaboration processes, teaching evaluations, and professional development models.
ContributorsThomas, Richard (Author) / Bernstein, Katie (Thesis advisor) / Waite, Bryan (Committee member) / Carrillo, Juan (Committee member) / Arizona State University (Publisher)
Created2019