Ethnolinguistic Minorities in the UK and Beyond: encouraging research-led teaching.

1. Ethnolinguistic Minorities in the UK and Beyond: encouraging research-led teaching. Video Capture: Research into teaching. Celia Roberts and Melanie Cooke King’s College London

2. Turning a research data base into teaching materials • Research funders often make submission of a researchable data a requirement of the funding. But how about making these data routinely available for teaching and a resource for BA and MA theses and assignments ? • Raw data – research informed but not ‘cleaned up’. • How would commitment to such a video data base affect initial design/ethics/ quality of recordings/openness to re-analysis/ etc ?

3. Democratising discourse analysis • Challenging the distancing, objectifying and power base of DA (Iedema 2013). • Particularly relevant when so much research is ON relatively powerless groups egethnolinguisticminorites (Cameron et al 1992, Briggs 2010). • Focus on relationships/spheres (Sloterdijk) rather than knowledge and working up these relationships into ‘assemblages’ (Deleuze) ie temporal, multimaterial and local aspects of practice.

4. ‘Linguistic penalties’ and the public understanding of language All sources of disadvantage which might lead a linguistic minority group to fare less well in the face to face institutional decision making process where resources are scarce. Language is either a proxy for many other sources of disadvantage or is invisible. How the small tragedies of every day life lead to large social inequalities.

6. Doing the Lambeth Talk video clip 1 The one with the Dr and the elderly Italian woman As with all clips and transcripts, please delete PP titles – they are just there to help you find where to insert

7. Using video data • For teaching ie detailed interactional analysis for research methods; for professional PG courses eg MA in English Language Teaching, King’s cross college module in Medical Discourses. • Video data as a resource for U/G and PG/MA theses and assignments.

8. Institutional cultures • Challenge the ‘authentic’ materials of English Language Teaching practices. • Challenge the ethnicised view of ‘culture’ • Cultural practices of the job interview

9. Competency frameworks • Designed out of the ‘new managerialism’ or ‘fast capitalism’but also seen as an swerto equal opportunities. • Flexibility required and new responsibilities pushed down to workers – expected to develop an ‘entrepreneurial self’ (du Gay); relatively low status staff are expected to be engaged in the organisation’s vision/mission. • Rhetoric outstrips the reality in many workplaces where routine, repetitive work in hierarchical structures are the norm. • A typical list of competences for both low-paid work and management level posts will include team working, communications, customer focus, adaptability and flexibility and self-management.

11. Ire analysis • Contradictions – got to be equal/standard (institutional defensiveness) – fit your story into the box but also self-managing, reflexively aware etc • The hidden assumptions which serve to construct inequality when there is no shared definition of the interview • Interactional constraints and expectations; and its jointly produced – she feeds him questions to get the preferred institutional response • This competency question is couched in ‘institutional discourse’ i.e. standardised question, expecting an analytical, listing, answer which Ire attempts to give. • This is far removed from the job itself where mail has to be stuffed into bags.

13. Misunderstanding occurs at the following levels • Phonological ie the basic processing of sounds eg known/name;meat/milk; mince/mice, cow/coal • Lexico - grammatical: processing verb forms • Logical common sense assumptions – outside bureaucratic settings ie frame mismatch • Institutional knowledge ie the GP wants to establish right at the start that this is an injury at work. Clara wants to describe the pain.

14. A data source for assignments/theses • Ethical and time problems in collecting own data • Data banks produced: include video clips (often the whole consultation/interview); transcriptions; background notes and references to published articles, chapters. • Students can choose: how micro/macro to be; how far they want to use their own transcription/analysis to challenge that done by researchers • If students give permission, their own work can be added to the data banks.

15. Conclusions • Teaching from raw research data eg videos needs to be factored in from the design of the research onwards. • These data are then a resource which allow for more democratic approaches to data analysis and evidence-based theorisation. • Video capture is a critical tool for challenging both the text and some of the big stories about ethno-linguistic minorities.