BEGIN:VCALENDAR VERSION:2.0 PRODID:-//events.la.psu.edu//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:America/New_York BEGIN:STANDARD DTSTART:20201101T020000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD BEGIN:DAYLIGHT DTSTART:20200308T020000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:11821-7dfd4e5970b9ab335c6a202b4788e41a@events.la.psu.edu DTSTAMP:20260514T210649Z DTSTART;TZID=America/New_York:20241108T140000 DTEND;TZID=America/New_York:20241108T170000 SUMMARY:CLA Research Methods for Applied Linguists Workshop DESCRIPTION:\nAbstract:\n\nIn this workshop we will explore a socially-o riented approach to analyzing language classroom interaction. While not denying that language learning is a cognitive process\, socially oriente d researchers see cognition as situated in a context that contributes to shaping both what is learned and how it is learned. This emphasis on th e “situatedness” of language learning means that socially-oriented class room-based research takes a holistic approach that examines interaction among multiple contextual features at the micro- (e.g.\, classroom talk) \, meso- (e.g.\, institutions or communities)\, and macro- (e.g.\, educa tional policies\, language ideologies) levels.\n\nThis workshop focuses on analyzing classroom talk in terms of the social actions that are perf ormed through language and other semiotic resources (e.g.\, gestures) an d considers how these actions are shaped by local beliefs\, values\, ide ologies of language and learning\, and other features of the larger soci opolitical context in which the classroom is situated. We will also take a critical look at our own roles and positionality (e.g.\, social ident ities and relationships with participants) as researchers and how these must also be taken into account as part of the research context.\n\nThe workshop begins with a brief overview and critique of several approaches to analyzing classroom interaction\, such as conversation analysis\, sy stemic functional linguistics\, and critical discourse analysis. We then move on to practical activities that actively engage participants in tr anscribing and analyzing examples of classroom talk from multiple perspe ctives and reflecting on how their own interpretive frameworks (e.g.\, b eliefs derived from personal history\, values\, disciplinary training\, etc.) and positionality have influenced decisions made during this proce ss. The workshop concludes with a review of criteria for enhancing the c redibility of interpretations and the ethical concerns that can arise wh en conducting situated classroom-based research.\n\nBio:\n\nDebra Friedm an is an associate professor in the Department of Second Language Studie s at Indiana University\, Bloomington\, where she teaches courses in sec ond language pedagogy\, qualitative research\, and discourse analysis. H er research focuses on the social\, cultural\, and ideological aspects o f language education in multilingual communities through the framework o f language socialization. She is co-author (with Charlene Polio) of Unde rstanding\, Evaluating\, and Conducting Second Language Writing Research (2017) and is currently finishing a book on qualitative and mixed metho ds approaches to research in second language classrooms.\n\n \;\n\nF or more details: https://events.la.psu.edu/event/cla-research-methods-fo r-applied-linguists-4/ X-ALT-DESC;FMTTYPE=text/html:

Abstract:

In this workshop we will explore a socially-oriented approach to analyz ing language classroom interaction. While not denying that language lear ning is a cognitive process, socially oriented researchers see cognition as situated in a context that contributes to shaping both what is learn ed and how it is learned. This emphasis on the “situatedness” of languag e learning means that socially-oriented classroom-based research takes a holistic approach that examines interaction among multiple contextual f eatures at the micro- (e.g., classroom talk), meso- (e.g., institutions or communities), and macro- (e.g., educational policies, language ideolo gies) levels.

This workshop focuses on analyzing classroom talk in terms of the social actions that are performed through language and oth er semiotic resources (e.g., gestures) and considers how these actions a re shaped by local beliefs, values, ideologies of language and learning, and other features of the larger sociopolitical context in which the cl assroom is situated. We will also take a critical look at our own roles and positionality (e.g., social identities and relationships with partic ipants) as researchers and how these must also be taken into account as part of the research context.

The workshop begins with a brief ove rview and critique of several approaches to analyzing classroom interact ion, such as conversation analysis, systemic functional linguistics, and critical discourse analysis. We then move on to practical activities th at actively engage participants in transcribing and analyzing examples o f classroom talk from multiple perspectives and reflecting on how their own interpretive frameworks (e.g., beliefs derived from personal history , values, disciplinary training, etc.) and positionality have influenced decisions made during this process. The workshop concludes with a revie w of criteria for enhancing the credibility of interpretations and the e thical concerns that can arise when conducting situated classroom-based research.

Bio:

Debra Friedman is an associate professor in t he Department of Second Language Studies at Indiana University, Blooming ton, where she teaches courses in second language pedagogy, qualitative research, and discourse analysis. Her research focuses on the social, cu ltural, and ideological aspects of language education in multilingual co mmunities through the framework of language socialization. She is co-aut hor (with Charlene Polio) of Understanding, Evaluating, and Conducti ng Second Language Writing Research (2017) and is currently finishi ng a book on qualitative and mixed methods approaches to research in sec ond language classrooms.

 

For more details: https://events.la.psu.edu/event/cla-research-methods-for-applied-l inguists-4/

URL:https://sites.psu.edu/researchmethods/ END:VEVENT END:VCALENDAR