Hogyan beszéljünk a beszédről? Narratív és vizuális gyakorlatok az osztályteremben

Abstract

This study presents the results of a research project in pedagogical ethnography. It introduces Gypsy student’s self-reflection in upper grades of elementary school on their speech modes—based on the experience of a two-year fieldwork. It investigates what interdisciplinary approaches might be used in the classroom to explore language related  activities within the framework of pedagogical ethnography. The analysis of the methodology used in this research—sociocultural language portfolio—is a key part of this study, firstly, as the design of the narrative and visual elements of the portfolio and the finalization of this methodology have been realized in these two years. Secondly, the exact description of the methodological steps allows for applying this method. With the sociocultural language portfolio, borders, and border-crossings of not only linguistic but also ethnic and gender identification as well as the students’ vision are outlined. This method uses visuals to enable the diversity of speech modes relatable.