Reflecting on Languaging in Written Narratives to Enact Personal Relations

Autor/inn/en	Beach, Richard; Caraballo, Limarys
Titel	Reflecting on Languaging in Written Narratives to Enact Personal Relations
Quelle	In: English Teaching: Practice and Critique, 20 (2021) 4, S.521-533 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
DOI	10.1108/ETPC-11-2019-0157
Schlagwörter	Language Usage; Code Switching (Language); Grade 12; High School Students; Personal Narratives; Writing Instruction; Writing (Composition); Native Language; Student Attitudes; Emotional Response; Writing Processes; Ethics; Stress Variables; Moral Values; Dialects; Humor; Language Variation; English Instruction; Language Arts; Linguistic Theory; Critical Literacy; Interpersonal Relationship; Adults + Suchen Sie Ihr Suchwort? Sprachgebrauch; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Erlebniserzählung; Schreibunterricht; Schreibübung; Schülerverhalten; Emotionales Verhalten; Ethik; Moral value; Ethischer Wert; Dialect; Dialekt; Humoristische Darstellung; Sprachenvielfalt; English langauage lessons; Englischunterricht; Sprachkultur; Linguistische Theorie; Kritisches Lesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Purpose: Unlike formalist and functional approaches to literacy and teaching writing, a languaging theory approach centers on the dynamic and interpersonal nature of writing. The purpose of this study was to determine students' ability to engage in explicit reflection about their languaging actions in response to their personal narrative writing to determine those types of actions they were most versus less likely to focus on for enacting relations with others, as well as how they applied their reflections to subsequent interactions with others. Design/methodology/approach: In this qualitative study, thirty seven 12th grade students were asked to write personal narratives and then reflect in writing on their use of languaging actions in their narratives based on specific prompts. Students' explicit reflections about their narratives were coded based on their reference to seven different types of languaging actions for enacting relations with others. Findings: Students were most likely to focus their reflections on making connections, understandings, collaboration and support by and for others as well as expression of emotions, getting feelings out, sharing issues; followed by references to conflicts, arguing, stress, negative perceptions or exclusion; references to ideas or impressions about ethics, respect, values, morals; use of "insider language;" slang, jargon, dialects; use of humor, joking, parody; and references to adult and authorities' perceptions or influences. Research limitations/implications: This research was limited to students' portrayals of their languaging actions through writing as opposed to observations of their lived-world interactions with others. Practical implications: These results suggest the value of having students engage in explicit reflections about their languaging actions portrayed in narratives as contributing to their growth in use of languaging actions for enacting relations with others. Social implications: Students' ability to reflect on their language actions enhances their ability to enact social relations. Originality/value: A languaging perspective provides an alternative approach for analyzing reflections on types of languaging actions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01