Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/27839
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Discursive Shadowing in Linguistic Ethnography. Situated Practices and Circulating Discourses in Multilingual Schools
Author(s): Dewilde, Joke
Creese, Angela
Keywords: bilingual education
bilingual teachers
discursive shadowing
linguistic ethnography
Issue Date: 30-Sep-2016
Citation: Dewilde J & Creese A (2016) Discursive Shadowing in Linguistic Ethnography. Situated Practices and Circulating Discourses in Multilingual Schools. Anthropology and Education Quarterly, 47 (3), pp. 329-339. https://doi.org/10.1111/aeq.12158
Abstract: We consider discursive shadowing as methodology in linguistic ethnography and how it refines our analyses of participants’ situated practices. In addition to the constant and extended company the researcher and key participant keep with one another in the field, shadowing in a linguistic ethnographic approach includes the ubiquitous audio‐recording of interactions, which provides opportunities to collect interactional data as they circulate across speech events and sediment into durable teacher identities in multilingual schools.
DOI Link: 10.1111/aeq.12158
Rights: This is the peer reviewed version of the following article: Dewilde, J. and Creese, A. (2016), Discursive Shadowing in Linguistic Ethnography. Situated Practices and Circulating Discourses in Multilingual Schools. Anthropology & Education Quarterly, 47: 329-339, which has been published in final form at https://doi.org/10.1111/aeq.12158. Published by American Anthropological Association.

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