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Interactional Entanglements: A Frame Analysis of Negotiated Identities in Ethnographic Research on the Language Classroom

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Interactional Entanglements: A Frame Analysis of Negotiated Identities in Ethnographic Research on the Language Classroom

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dc.contributor.author Ouellette, Mark A.
dc.date.accessioned 2010-11-17T00:57:52Z
dc.date.available 2010-11-17T00:57:52Z
dc.date.issued 2010-11-17
dc.identifier.uri http://hdl.handle.net/10106/5193
dc.description.abstract This study examines interactional entanglements that occurred during ethnographer-participant interactions in a language classroom. It draws upon Goffman's notion of framing to analyze how research participants use deixis to position the ethnographer vis-à-vis themselves within classroom speech events. The analysis shows that the teacher and students negotiated identities by appealing to the researcher's allegiances within an underlying judicial trial frame. As a marginal native, the ethnographer is particularly susceptible to others' social positioning, which raises questions concerning the very personal involvement of the ethnographer conducting research in an educational setting. This article underscores the argument that impression management is not an obstacle to overcome in managing the Observer's Paradox, but an interactional process that has to be actively managed throughout the ethnographic enterprise. en_US
dc.language.iso en_US en_US
dc.publisher Linguistics & TESOL en_US
dc.subject linguistics en_US
dc.subject framing en_US
dc.subject interaction en_US
dc.subject educational research en_US
dc.subject ethnography en_US
dc.subject observer's paradox en_US
dc.title Interactional Entanglements: A Frame Analysis of Negotiated Identities in Ethnographic Research on the Language Classroom en_US
dc.type Working Paper en_US

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