Bøger af Angela Creese

This book breaks new ground in its representation of the voices of people in a superdiverse city. Poetic and compelling, it places the reader at the heart of the market, surrounded by the voices of people from all over the world. Based on four years of ethnographic research, it is a book that reimagines the conventions of ethnographic writing.

This book studies the multilingual classroom and the interrelationships, interactions and ideologies that apply in such classrooms. Drawing on studies from different multilingual communities across the world, it demonstrates the complex nature of the multilingual classroom, and provides a number of perspectives for an international audience.

This ethnographic drama script is adapted from observations conducted in a large city centre library in the UK. It is a creative curation of field notes, transcripts, audio recordings, video recordings, conversations, and observations. The ethnographic drama tells a story of political tension in everyday life at a time of austerity.

In this book research in process and research findings are represented in a play script which brings vividly to life both ethnographic research methods and communication in the world of sport. This highly original book brings innovation and imagination to the representation of language in social life.

This highly original book brings compelling narratives of migration and social diversity vividly to life. At once a play script and an outcome of ethnographic research, this book is a rich resource for the interpretation and representation of life in the multilingual city.

This succinct overview focusses on the experience of conducting linguistic ethnography and the role of the researcher, providing readers with both a philosophical and practical introduction

Teacher support teams are school-based, problem-solving groups which function to support pupils indirectly through teacher collaboration. This handbook offers training information and activities useful in the setting up, running and evaluation of this provision.

Examines the role of nationalism, heritage, culture, identity negotiation, ideology and power in multilingualism. This title offers responses from the authors' investigations of the language practices of multilingual young people and their teaching experiences in complementary schools in four cities in England.

This book examines the interactions of collaborating teachers in multilingual classrooms and how these impact on what counts as knowledge in the secondary school classroom. The study takes a linguistic ethnographic approach and considers the discourses of whole class and small group teaching and learning.