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1
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| 授業計画/Class |
Introduction |
| 事前学習/Preparation |
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| 事後学習/Reviewing |
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2
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| 授業計画/Class |
I: Ideal and Real Speech Communities.
(1) The speech community |
| 事前学習/Preparation |
Reading The Speech Community (John J. Gumperz) is desirable |
| 事後学習/Reviewing |
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3
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| 授業計画/Class |
I: Ideal and Real Speech communities
(2) The speech community, in reality |
| 事前学習/Preparation |
Reading The African-American Speech Community: Reality and Sociolinguists (Marcyliena Morgan) is desirable |
| 事後学習/Reviewing |
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4
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| 授業計画/Class |
I: Ideal and Real Speech communities
(3) The speech community, in reality |
| 事前学習/Preparation |
Reading Communication of respect in interethnic service encounters (Benjamin Bailey) is desirable |
| 事後学習/Reviewing |
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5
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| 授業計画/Class |
II: The Performance of Language: Events, Genres, and Narratives.
General introduction |
| 事前学習/Preparation |
Reading Ways of Speaking (Dell Hymes). is desirable |
| 事後学習/Reviewing |
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6
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| 授業計画/Class |
II: The Performance of Language: Events, Genres, and Narratives.
Events |
| 事前学習/Preparation |
Reading Formality and Informality in Communicative Events (Judith T. Irvine). is desirable |
| 事後学習/Reviewing |
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7
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| 授業計画/Class |
II: The Performance of Language: Events, Genres, and Narratives.
Genres |
| 事前学習/Preparation |
Reading Genre, Intertextuality, and Social Power (Charles L. Briggs and Richard Bauman). is desirable |
| 事後学習/Reviewing |
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8
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| 授業計画/Class |
II: The Performance of Language: Events, Genres, and Narratives.
Narratives |
| 事前学習/Preparation |
Reading Narrating the Political Self in a Campaign for US Congress (Alessandro Duranti) is desirable |
| 事後学習/Reviewing |
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9
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| 授業計画/Class |
III: Language Socialization and Literacy Practices
Socialization theory |
| 事前学習/Preparation |
Reading Language Acquisition and Socialization: Three Developmental Stories and Their Implications (Elinor Ochs and Bambi B. Schieffelin) is desirable |
| 事後学習/Reviewing |
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10
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| 授業計画/Class |
III: Language Socialization and Literacy Practices
Language Socialization |
| 事前学習/Preparation |
Reading Participant Structures and Communicative Competence: Warm Springs Children in Community and Classroom (Susan U. Philips) beforehand is desirable |
| 事後学習/Reviewing |
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11
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| 授業計画/Class |
III: Language Socialization and Literacy Practices.
Literacy practices
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| 事前学習/Preparation |
Reading
What No Bedtime Story Means: Narrative Skills at Home and School (Shirley Brice Heath) or
Creating Social Identities through Doctrina Narratives (Patricia Baquedano-López) is desirable
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| 事後学習/Reviewing |
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12
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| 授業計画/Class |
IV: The Power of Language
Ｔｈｅｏｒｙ |
| 事前学習/Preparation |
Language Ideology and Linguistic Differentiation (Judith T. Irvine and Susan Gal). |
| 事後学習/Reviewing |
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13
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| 授業計画/Class |
IV: The Power of Language.
Family or profession |
| 事前学習/Preparation |
Reading The “Father Knows Best” Dynamic in Dinnertime Narratives (Elinor Ochs and Carolyn Taylor).
or Professional Vision (Charles Goodwin) is desirable
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| 事後学習/Reviewing |
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14
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| 授業計画/Class |
IV: The Power of Language.
Race |
| 事前学習/Preparation |
Reading Language, Race, and White Public Space (Jane H. Hill) is desirable |
| 事後学習/Reviewing |
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15
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| 授業計画/Class |
Review / Discussion / Questionaire |
| 事前学習/Preparation |
Be all the essays ready! |
| 事後学習/Reviewing |
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