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Language, Ethnography and Mobility

Module description

This module explores the intersections of language, mobility and inequality from a critical ethnographic sociolinguistic lens. You will gain in-depth understanding of formulating research questions, designing, collecting and analysing ethnographic material. You will conduct ethnographic fieldwork in Exeter and use video cameras, smart phones, photography and gain skills in writing multisensory fieldnotes and vignettes. You will analyse textual data such as international conventions, reports, policy papers and legal documents – as well as collecting and analysing your own data. You will be able to do ethnographies in the areas of language education, forced displacement, international law, im-mobility, labour, medicine, securitisation and gender.

Module aims - intentions of the module

This module explores the relationship between language, discourse, mobility and inequality. It examines how language and societal inequalities shape each other in a range of different contexts- some pressing concerns of the 21^st century. The module investigates how these issues could be explored ethnographically and how applying a critical lens to real life data gathered in settings such as schools, hospitals, charities, non-governmental organisations could foster dialogue through ethnography.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

• 1. Critically apply theoretical and analytical frameworks in the study of language, inequality and mobility
• 2. Develop authentic research projects using critical ethnographic approaches

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

• 3. Critically evaluate language, inequality and mobility related to contemporary social issues
• 4. Apply theoretical concepts to ethnographic material

ILO: Personal and key skills

On successfully completing the module you will be able to...

• 5. Design, collect and analyse ethnographic material
• 6. Apply knowledge to educational, migratory, legal and labour related settings
• 7. Conduct team ethnography

Syllabus plan

Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover for example the following topics:

• Introduction to critical ethnographic sociolinguistics
• Research methods and ethics
• Generating ethnographic data
• Linguistic anthropology
• Working with ethnographic material: photography, vignettes, fieldnotes, audio/video recordings
• Language, race, and social class
• Language labour, law
• Health communication
• Language and (in)securitisation
• Language, migration and mobility
• Analysing textual data: international conventions, medical reports, policy documents

Learning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

Re-assessment notes

Deferral- if you miss an assessment for certified reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.

Referral- if you have failed the module overall (i.e. a final overall module mark of less than 50%) you will be required to submit a further assessment as necessary. The mark given for a re-assessment taken as a result of referral will be capped at 50%.

Indicative learning resources - Basic reading

• Blommaert, J. (2005). Language and inequality. In Discourse: A Critical Introduction. Cambridge University Press. pp. 68-97.
• Charalambous, C., Charalambous, P. and Khan, K. (2022). Sociolinguistics and Everyday (In)securitisation. In Linguistic Practice in Changing Conditions. Multilingual Matters. pp. 179-199.
• Cooke, M. and Peutrell, R. (2019). Brokering Britain, Educating Citizens: Exploring ESOL and Citizenship. Multilingual Matters.
• De Fina, A. and Mazzaferro, G. (2022). Exploring (Im)mobilities: Language Practices, Discourses and Imaginaries. Multilingual Matters.
• Eades, D. (2010). Sociolinguistics and the Legal Process. Multilingual Matters.
• Gardner, S., and Martin-Jones, M. (Eds.). (2012). Multilingualism, Discourse, and Ethnography. Routledge.
• Foucault, M. (2007). Security, Territory, Population: Lectures at the Collège De France, 1977-1978. Palgrave Macmillan.
• Heller, M., Pietikäinen, S., and Pujolar, J. (2017). Critical Sociolinguistic Research Methods: Studying Language Issues That Matter. Routledge.
• Heller, M. (2011). Paths to Post-Nationalism: A Critical Ethnography of Language and Identity. Oxford University Press.
• Kaushalya P. and S. Makoni. (2019). The Securitization of Language Education, Applied Linguistics 40:(5),859–863.
• Moyer, M. (2018). Language, mobility and work, Language and Intercultural Communication, 18:(4), 357-361.
• Pennycook, A. (2012). Language and Mobility: Unexpected Places. Multilingual Matters.
• Pennycook, A. (2021). Critical Applied Linguistics: A Critical Re-introduction. Routledge.
• Rheindorf, M. and Wodak, R. (2020). Sociolinguistic Perspectives on Migration Control: Language Policy, Identity and Belonging. Multilingual Matters.
• Sabaté i Dalmau, M. (2014). Migrant Communication Enterprises: Regimentation and Resistance. Multilingual Matters.

Key words search

Language, mobility, inequality, critical ethnography, education, health, law, securitisation