Paperback. 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. The author describes the linguistic and discursive behavior of students and teachers from the same educational level from different countries (Germany and Brazil). She analyzes how similarities and differences in individual behavior explain the institutional culture of school. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

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Bibliographic Details

Title: Rules of Behavior and Interaction in German and Brazilian Classrooms (Paperback)
Publisher: Peter Lang AG, Bern
Publication Date: 2017
Language: English
ISBN 10: 3631667345
ISBN 13: 9783631667347
Binding: Paperback
Condition: new

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.

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