Using cultural discourse analysis and storytelling to design an applied intervention for U.S. English language education

ABSTRACT

Applied communication interventions call for detailed knowledge of the scene and the cultural assumptions that inform the communication taking place. This paper shows how Cultural Discourse Analysis (CuDA) was used to study the practice of ‘conversation’ in English language learners (ELLs) groups at a public library in the Western United States. The analysis demonstrated that ‘conversation’ is a culturally specific practice requiring elucidation. This led to the design of storytelling workshops that helped participants improve their language skills and cultural knowledge. Data were collected in a three-phase project: (1) a preliminary ethnography(2) a design phase to create a strategic plan for addressing concerns, and (3) an applied communication intervention consisting of storytelling workshops for ELLs. The paper provides a model for conducting applied communication research using an ethnographic, culture-centered approach, and demonstrates the value of storytelling as a practice for improving English language education.

KEYWORDS:

• Applied interventions
• English language education
• storytelling
• ethnography
• cultural discourse analysis

Disclosure statement

No potential conflict of interest was reported by the author(s).