This article discusses ethnography as a theoretical and methodological choice for research in Applied Linguistics in Brazil. Based on narrative description and transcripts of an interactional episode observed in a public school classroom, we propose that the analysis of language practice data in conjunction with ethnographic fieldwork strengthens proper understanding of situated actions. We argue that privileging the participants' perspectives of what goes on at any given time and precise interactional settings, when associated with additional observation of related moments and settings, helps avoid hasty conclusions and establishes connections with less easily observable social structures (e.g., a political-pedagogical project). After describing the research project in which the episode was observed, we argue why laborious ethnographic work is worthwhile if it is rigorous and methodologically reflective. Finally, we highlight the value of this comprehensive outlook for researching in spheres of professional activity that are crucially important for civic life.
ethnography; interpretive qualitative research; Applied Linguistics
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