Resumen de A challenge for ethnographic researchers in bilingual settings: Analyzing Spanish/English classroom interaction
Henry T. Trueba, Pamela G. Wright M.A.
This paper summarizes the ethnohistorical development of modern ethnography and assesses the potential of this research methodology for the study of bilingual classroom interactions. The focus of the summary and assessment is on the emic use of “context” as a tool for interpreting behaviour.
Not until very recently did ethnographic research methods begin xo be used on the study of classroom interactions. A closer look at the ethnohistorical development of ethnographic research with the schools from the early 1950's to today reveals a common emic approach, and a highly eclectic use of diverse psychological, anthropological, sociological and linguistic theoretical frames. Ethnographic research in the classrooms does not only consist of new observational methods and new audio‐ or video‐tape based analytical techniques. In addition, these new methods and techniques are specifically designed to study the context of social interaction on the assumption that context is a crucial factor determining behaviour.
The application of ethnographic methods to the study of bilingual classroom interactions is here reviewed in its diverse methodological and theoretical settings. The bilingual classroom is looked at from the standpoint of the conceptual and analytical problems that the researcher must face in dealing with a bilingual and a bicultural population, particularly that of making appropriate inferences about the intended meaning in interactional events from the data gathered.
