Rules of Behavior and Interaction in German and Brazilian Classrooms

Fernanda de Castro Modl

ISBN 10: 3631667345 / ISBN 13: 9783631667347

Published by Peter Lang Mai 2017, 2017

About this Item

This item is printed on demand - it takes 3-4 days longer - Neuware -This book synthesizes the results of fieldwork conducted using the method of participant observation in German and Brazilian classrooms at the same level of education (the German «vierte Klasse» of the «Grundschule» and the Brazilian 5th grade of elementary school). The author analyzes the phenomenon of distancing as related to linguistic and discursive behavior which is manifest through the use of the word in classroom interactions. This intercultural research contributes to a reevaluation of the understanding of classroom culture and to the perception of what cultural aspects inform institutional behavior within schools. The discursive analyses of transcribed classroom scenes and of narrative vignettes reveal aspects of the school within both culture and school culture. 184 pp. Englisch.

Seller Inventory # 9783631667347

Bibliographic Details

• Title: Rules of Behavior and Interaction in German and Brazilian Classrooms
• Publisher: Peter Lang Mai 2017
• Publication Date: 2017
• Language: English
• ISBN 10: 3631667345
• ISBN 13: 9783631667347
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 210W x 148H x 11D millimeters 210 millimeters width by 148 millimeters height by 11 millimeters depth
• Weight: 246 grams

About this title

Synopsis

This book synthesizes the results of fieldwork conducted using the method of participant observation in German and Brazilian classrooms at the same level of education (the German «vierte Klasse» of the «Grundschule» and the Brazilian 5^th grade of elementary school). The author analyzes the phenomenon of distancing as related to linguistic and discursive behavior which is manifest through the use of the word in classroom interactions. This intercultural research contributes to a reevaluation of the understanding of classroom culture and to the perception of what cultural aspects inform institutional behavior within schools. The discursive analyses of transcribed classroom scenes and of narrative vignettes reveal aspects of the school within both culture and school culture.

About the Author

Fernanda de Castro Modl holds a PhD in Applied Linguistics. She uses discourse analysis, applied linguistics and the theory of social representation along with ethnographic approaches to investigate notions such as didactic interaction and school culture from an (inter)(intra)cultural perspective.