{"id":1719,"date":"2015-11-06T10:59:18","date_gmt":"2015-11-06T10:59:18","guid":{"rendered":"http:\/\/generic.wordpress.soton.ac.uk\/ethnographicencounters\/?p=1719"},"modified":"2015-11-12T11:15:16","modified_gmt":"2015-11-12T11:15:16","slug":"eep-workshop-summary-4th-november-2015","status":"publish","type":"post","link":"https:\/\/generic.wordpress.soton.ac.uk\/ethnographicencounters\/2015\/11\/06\/eep-workshop-summary-4th-november-2015\/","title":{"rendered":"EEP Workshop Summary, 4th November 2015"},"content":{"rendered":"

Our workshop ran on 4 November 2015, with speakers and delegates from the University of Southampton and a number of other institutions. The day went very well with valuable contributions, discussions, and suggestions for the future of ethnography, language learning and the residence abroad.<\/p>\n

<\/p>\n

Programme<\/strong><\/p>\n\n\n\n\n\n\n\n\n
Time<\/strong><\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
10:30-10:40<\/strong><\/td>\nWelcome<\/strong>
\nProf. Marion Demossier, Dr. Lisa Bernasek and Claire St John Eve (Director, Deputy Director and Project Intern for the Ethnographic Encounters Project)<\/td>\n<\/tr>\n
10:40-12:00<\/strong><\/td>\nInvited Speakers Roundtable: Ethnography, Intercultural Learning and Residence Abroad<\/a><\/strong>
\n\u00b7 Professor Celia Roberts, King\u2019s College London
\n\u00b7 Dr Robert Crawshaw, University of Lancaster
\n\u00b7 Dr Patricia Romero de Mills, University of Southampton<\/td>\n<\/tr>\n
12:00-1:00<\/strong><\/td>\nPresentation by EEP Students<\/a><\/strong><\/td>\n<\/tr>\n
2:00-3:30<\/strong><\/td>\nDiscussion Workshops<\/a><\/strong>
\n\u2022 Workshop A: Cultural Encounters, Ethnography and the Student Researcher
\n\u2022 Workshop B: Connecting Language Acquisition and Intercultural Learning in the Year Abroad
\n(led by Dr. Patricia Romero de Mills)<\/td>\n<\/tr>\n
3:30-4:30<\/strong><\/td>\nFeedback and Closing Discussion<\/strong>
\nChaired by Prof. Rosamond Mitchell, University of Southampton<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/a>INVITED SPEAKERS ROUNDTABLE<\/h4>\n

Celia Roberts<\/strong> started the roundtable by outlining her previous work on an ESRC-funded project about ethnography and the Year Abroad, which then evolved into the LARA project<\/a>. This project was one of three funded by the FDTL on the residence abroad in the 1990s, running in tandem at various institutions.<\/p>\n

She emphasised the natural link between ethnography and language learning, and asserted that we should be trying to bring together the experiential, intellectual and affective elements of the year abroad to engage students with the personal and project based experiences abroad. The learning of ethnography broadly encourages reflexive and relativising habits that are useful beyond the period of residence abroad, and goes further than intercultural competence \u2013 quoting Hymes, \u201cwe are all born ethnographers\u201d.<\/p>\n

She questioned how we might promote this kind of learning in the current times, changing and adapting our approaches to encourage ethnography and intercultural learning abroad. She also noted that linguistic ethnography had recently been made a special interest group within the British Association of Applied Linguistics, and challenged attendees to develop what we mean by linguistic ethnography.<\/p>\n

Robert Crawshaw<\/strong> then spoke briefly about his own experiences in earlier projects, such as the Interculture Project<\/a>, the Pragmatics & Intercultural Communication (PIC) project<\/a> and the EU LANQUA Project<\/a>. He explained how these projects are still relevant today through their websites. He went through some of the activities that are used to prepare students before, during and after their year abroad, emphasising that it was not expensive to introduce ethnography into the residence abroad. He questioned how well we do integrate the year abroad project into provision after the year abroad and also how we might define an ethnographic project.<\/p>\n

He then went on to discuss what has gone wrong with the year abroad, such as issues with assessment and a focus on outputs. He proposed a new type of assessment in the form of a creative project consisting of a documentary with written commentary, which links the students\u2019 ethnographic, digital and personal experiences and gives them free reign over their project. This type of project would give students a creative and engaging way to “make sense of what they see”.<\/p>\n