Department of German

Spencer Grant: Genre Project
Teacher Researchers: Cori Crane, Janel Galvanek, Olga Liamkina, Marianna Ryshina
Mentor: Lourdes Ortega

The Study of Genre

Focus

The study of genre as it pertains to faculty and graduate student perceptions and as reflected within the undergraduate GUGD curriculum was chosen as a second focus under the Spencer Grant. The four participants, Marianna Ryshina, Olga Liamkina, Janel Galvanek, and Cori Crane began work on the project on November 3, 2000.

The project stemmed in part from a need among members of the GUGD to have common working definitions for the notion of genre, as well as that of narrative, terms, which are central to its curriculum and pedagogical materials. Additionally, this study was motivated by the desire to see how the knowledge of genre, as well as our students' knowledge and awareness of textual discourse, can inform our own pedagogical practices in the classroom and across the curriculum.

These inquiries led to two broader research questions:
(1) What role(s) does genre play in the GUGD curriculum? and
(2) How does knowledge of "genre" translate into teaching practices?

Project Summary

Since its formation in November 2000, the group has met fifteen times, approximately every other week, with a break in summer. During the meetings as well as in the on-going e-mail discussions among the group members and with the group mentor, progress has been made in the following areas:

The above-mentioned research questions were developed and crystallized to reflect the perceived needs of the GUGD in terms of curriculum development and maintenance on the one hand, and the research interest of the group members on the other.

The three phases of the project were delineated, namely: 1) collection and analysis of qualitative interview data from the faculty and graduate students to explore the knowledge base and awareness of the notions of genre within the department and their possible connection to pedagogical practices, 2) analysis of the existing departmental curricular documents, policies and guidelines to determine whether and in what form the notion of genre is already addressed in these areas, and 3) classroom observations and student data collection to uncover the role(s) of genre in pedagogical practices. Because student and faculty, i.e., human subjects, are involved in this research, the group submitted a research proposal to the GU Institutional Review Board, which approved the project in Spring 2001.

For the first phase of the project, interview questions were developed (see Appendix C-1). To test the plausibility of these questions, the members of the research group first answered them in written format. Throughout the spring 2001 and early in the fall semester of 2001, the group members interviewed eight faculty members and ten graduate students in the GUGD. All interviews were audiotaped and transcribed. At this point, the group is analyzing and coding the interviews with a two-fold purpose in mind: first, to uncover the major trends and issues brought up by the interviewees to present them for a departmental discussion, and second, to develop concrete directions for the next phases of this project. Simultaneously, the group compiled a preliminary list of genres that appear at each of the first four levels of the GUGD curriculum to form the basis for comparing instructors' beliefs and notions with the established course materials. The group is also currently compiling a bibliography of relevant literature that addresses both genre theories and their practical applications in various FL teaching environments. This annotated bibliography will help expand the knowledge base of the researchers and will be made available for the entire department.

As the second and third phases are informed by the first, it is at this time too early to report on further details.

Dissemination Efforts

In May 2001, the members of the Genre group presented an outline of the work conducted in the previous semester to the entire German Department at the end of the year departmental retreat. Initial findings based on the interview data were furthered shared with faculty and graduate students, leading to a general (and individual) conversation(s) among department members.

The group has already submitted an abstract to present a paper at the UC Conference on Language Learning "Theoretical and Pedagogical Perspectives" in March 2002. This paper will examine the role genre plays in teachers' perceptions in the GUGD. Topics for further investigation and dissemination include: the relationship between practitioners' notions of genre and actual pedagogical practices, the use of genre as a unit for curricular progression, analyses of more prevalent genres used in the GUGD, and genres of classroom discourse.

Additionally, work in this group has influenced the individual academic work of its practitioners. One of the group members is currently writing her dissertation on writing styles of second language learners of German and is using genre as the overarching framework in which to contextualize her study. This project has also served as inducement for further developing genre theory in the form of coursework, i.e., narrative analysis.

Insights Gained

In attempting to capture the knowledge and insights gained from participation in the Spencer Genre project, we have identified three broad categories: the nature of qualitative research, growing awareness of the role of genre, and individual professional and personal growth.

First, we became apprenticed to the logistics and methodologies of qualitative research itself. We have learned first hand how such a large qualitative study is to be conducted, and how in turn this data is to be analyzed and coded. Due to the immensity of the information that we have collected, we have also realized how beneficial it is to work intellectually as a team, and to have such a qualified and helpful mentor as Lourdes Ortega. Our focus on this particular research topic has also greatly affected our own personal research interests, generating curiosity into the far-reaching effects of language in the construction of knowledge and power relationships in society.

Second, we have reflected on our awareness of the curriculum within which we are working, as well as the dynamics of the L2 environment and language learning in general. Through conducting the interviews, we were able to observe the role that genre may or may not play in the teaching of each individual faculty member, noting what they find interesting and/or successful. This is particularly intriguing considering the varying perceptions of genre held by those individuals with different cultural backgrounds. Working with both Germans and Americans as well as those with expertise in either literature or linguistics, has helped us to access different notions of genre and to think "outside the box."

Lastly, we have come to better understand what we identify as our own individual definition of genre and how this, in turn, is reflected in our teaching practices. The expansion of our notion of genre has not only theoretical implications, but can also be directly translated into our pedagogical approach, i.e., materials development and classroom practices. As this project continues, we look forward to our own professional and personal development.