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Ulrike Mosel
on the project. Of course, the researchers can ask their intermediaries, their
hosts, or some institution like the local school or church to help them find
someone with particular qualities such as being literate, bilingual, and in-
terested in language work (see Section 3 in Chapter 2). But they do not
know the people’s selection criteria. Not everywhere in the world is the
appointment of people for certain tasks exclusively guided by their qualifi-
cations. As much as their knowledge, experience, and skills, their social
standing and relationships play a decisive role. When I lived in a Samoan
village, for instance, it was only socially appropriate for me to work with
members of the extended family which adopted me.
As the fieldworker is a guest in the community, she is not in a position
to hire and fire (McLaughlin and Sall 2001: 195).
Even if a local language
worker really fails to live up to expectations due to laziness, unreliability,
or whatever, she cannot just dismiss her/him because the consequences for
this person, for the fieldworker’s relations within the community, and even-
tually for the project are unpredictable. In order to avoid any disruption, it
would be wise to first consult the intermediary or some respected person in
the community in case such a problem arises.
Leaving
social
and
political
motivations
aside, the
language
worker
others
choose is the person they considered the most suitable. If he or she does not
meet the fieldworker’s expectations, this means that she either could not
communicate her expectations well or that her expectations were unsuitable.
As long as someone has a genuine interest in his or her language, is co-
operative and can afford some time to work for the project, he or she will
be capable to do some job in the project (Grinevald 2003: 67 f.). As
Dimmendaal (2001: 63) puts it, “It is a truism but worth repeating that dif-
ferent informants have different talents. Some are truly excellent at explain-
ing semantic subtleties, while others have deep intuitions about the sound
structure of their language.”
While the fieldworker is prepared for her tasks – she is a trained linguist
and has designed the research plan – her local counterparts mostly start
their work unprepared. They do not know what kind of activities linguistic
fieldwork involves and what kind of work they may be good at. In order to
avoid disappointment and frustration, some time needs to be allocated for
identifying their strengths and weaknesses, and most important, they them-
selves need some time to overcome shyness and insecurity and discover
their own talents and interests. If someone does not feel comfortable with
his or her job, the fieldworker might find him or her a different one. In my
experience, the main tasks that can be distributed among different people are:
Chapter 3 – Fieldwork and community language work
73
–
helping the linguist to learn the language;
–
recording, transcribing, and translating;
–
editorial work;
–
helping the linguist to understand and translate the recordings;
–
dictionary work.
4. Learning and teaching
Fieldwork is a mutual learning and teaching process for all people involved.
The researcher will learn the language and a great deal about the culture
from his local counterparts and, at the same time, teach them linguistic
methods and the organization of language work. But in contrast to the re-
searcher, the local language workers face a situation that is completely new
to them with respect to:
–
the subject matter, namely, the indigenous language that has never been
taught before as a second language;
–
their role as a teacher of an adult second language learner (see Ch.
5);
–
the fact that their student comes from a foreign and often dominant cul-
ture;
–
the fact that they do not share the same culture of learning with their
student.
When the researcher asks a native speaker to become her teacher, he or she
will probably answer, “I don’t know how to teach my language.” Teaching
one’s native language to adult learners does not belong to any speaker’s
natural linguistic competence, but is a skill that requires training and expe-
rience. In the fieldwork situation, the local teachers will develop this skill
through the cooperation with the linguist when she helps them to become
aware of the structures of their language and the various areas and methods
of research (see below Section 5).
In order to achieve fruitful teamwork, the researchers must be aware of
the possible difference between their and the indigenous people’s teaching
and learning practices. German people, for instance, teach practical and
intellectual skills by explaining in detail how you do this and that, and why
you do it, they may even add what would happen if you do it differently, or
elaborate on alternative ways of doing it. But there are other ways. One day
when I was working in Samoa, I met a German medical student who was