Discourse Patterns in First Language Use at Hcme and Second Language Learning at School: an Ethnographic Approach

Implications I 187

6.4 Conclusion

The conclusion of this study is that teachers should be educated to work
within a pedagogical framework centred on the socio-historical
development of thinking, language and knowledge construction; on this
basis, educational practices can be elaborated by teachers, which are
culture-sensitive, and integrative of school and community beyond
simplistic transfers.

It can be argued that this study does not itself meet the basic
requirements of an ethnographic approach: the language of the community
was not shared by the researcher, and the validity of the procedure and
instrument used (including the coding system) has not been developed with
the people concerned, or checked against their system of meanings and
values : it still reflects an 'etic^, approach, whereby 'meanings and
categories ... are imposed on the data from outside, usually from a theory
or model, i.e., the researcher's viewpoint' (Jacob, 1982:125; see Annex
1.1). Kesearch and teacher education adopting an ethnographic approach
carried out locally by members of the same culture can overcome this
limitation, so that the subjects participate in the process, and expand
the example provided in this study to areas other than L2 language
learning, or use it in wider educational policies.

A basic condition for 'emic' studies, however, Is that researchers,
trainers and policy makers use meanings and categories that are
recognized by the members of the culture being studied. This is not
necessarily the case even when research is carried out by local
investigators, who often adopt a 'top-down' perspective, so that

Issues are not Identified as they become relevant in the
experience of those who live them, but rather as they become
relevant to administrators ... . (Callaway,1981:468).

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