Elizabeth Murphy‐Lejeune
Biographic Data
| ID | 6520813 |
|---|---|
| NAME | Elizabeth Murphy‐Lejeune |
| GIVEN NAMES | Elizabeth |
| FAMILY NAME | Murphy‐Lejeune |
| SIGNATURE | LEJEUNE E M |
| AFFILIATIONS | St. Patrick's Hospital |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2003 |
| H-INDEX | 2 |
Student Mobility and Narrative in Europe
Bringing together case studies and theory, this book is the first in-depth qualitative study of student migration within Europe. Drawing on the theory of 'the stranger' as a sociological type, the author suggests that the travelling European students can be seen as a new migratory elite. The book presents the narratives of travelling students, explains their motivations, the effects of movement into a new social and cultural context, the problems…
The ethnographic interview as a personal journey
The opportunity for language teachers to spend some time in a country where their language is spoken, is one which is highly valued as a way of updating linguistic skills and knowledge of the culture. Often the period is short, but whatever the length, teachers need to profit from the stay as much as possible. The argument in this article is that through the ethnographic interview teachers can gain a deeper understanding of an aspect of a foreign…
Analysing representations of otherness using different text‐types
Foreign language learning confronts learners with the challenge of constructing new representations of other cultures and, in the process, of questioning representations of their own. In order to learn a foreign language we must first learn how to construct new representations of other cultures, and in the process, we must also learn how to revise our representations of our own culture. Yet there are few systematic approaches to this critical asp…
Why should language teachers teach culture
There is an implicit and pervasive resistance among many foreign language teachers to going beyond linguistic training and the anecdotal transmission of cultural facts. This paper analyses the deep historical and social reasons for such a resistance in the educational systems of the United States, France and Ireland. It sketches the principles of a discourse‐based pedagogy that views culture as language and language as culture, and that makes the…
The ethnographic interview as a personal journey
The opportunity for language teachers to spend some time in a country where their language is spoken, is one which is highly valued as a way of updating linguistic skills and knowledge of the culture. Often the period is short, but whatever the length, teachers need to profit from the stay as much as possible. The argument in this article is that through the ethnographic interview teachers can gain a deeper understanding of an aspect of a foreign…
Why should language teachers teach culture
There is an implicit and pervasive resistance among many foreign language teachers to going beyond linguistic training and the anecdotal transmission of cultural facts. This paper analyses the deep historical and social reasons for such a resistance in the educational systems of the United States, France and Ireland. It sketches the principles of a discourse‐based pedagogy that views culture as language and language as culture, and that makes the…
The ethnographic interview as a personal journey
The opportunity for language teachers to spend some time in a country where their language is spoken, is one which is highly valued as a way of updating linguistic skills and knowledge of the culture. Often the period is short, but whatever the length, teachers need to profit from the stay as much as possible. The argument in this article is that through the ethnographic interview teachers can gain a deeper understanding of an aspect of a foreign…
Analysing representations of otherness using different text‐types
Foreign language learning confronts learners with the challenge of constructing new representations of other cultures and, in the process, of questioning representations of their own. In order to learn a foreign language we must first learn how to construct new representations of other cultures, and in the process, we must also learn how to revise our representations of our own culture. Yet there are few systematic approaches to this critical asp…
Why should language teachers teach culture
There is an implicit and pervasive resistance among many foreign language teachers to going beyond linguistic training and the anecdotal transmission of cultural facts. This paper analyses the deep historical and social reasons for such a resistance in the educational systems of the United States, France and Ireland. It sketches the principles of a discourse‐based pedagogy that views culture as language and language as culture, and that makes the…
Student Mobility and Narrative in Europe
Bringing together case studies and theory, this book is the first in-depth qualitative study of student migration within Europe. Drawing on the theory of 'the stranger' as a sociological type, the author suggests that the travelling European students can be seen as a new migratory elite. The book presents the narratives of travelling students, explains their motivations, the effects of movement into a new social and cultural context, the problems…
Psychology (4 works) · Sociology (4 works) · EFL/ESL Teaching and Learning (3 works) · Foreign language (3 works) · Linguistics (3 works) · Anthropology (2 works) · Computer Science (2 works) · French Language Learning Methods (2 works) · Mathematics education (2 works) · Pedagogy (2 works)