Adversity and Redemption: Learning and Teaching in the Language Learning Histories of Two EFL Student-Teachers

Autor/in	Baum, Miri Tashma
Titel	Adversity and Redemption: Learning and Teaching in the Language Learning Histories of Two EFL Student-Teachers
Quelle	In: Studies in Second Language Learning and Teaching, 5 (2015) 2, S.273-299 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	English (Second Language); Second Language Learning; Student Teachers; Personal Narratives; Student Teacher Attitudes; Popular Culture; Cultural Awareness; Teaching Methods; Foreign Countries; Self Concept; Language Teachers; Second Language Instruction; Learning Experience; Semi Structured Interviews; Israel + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Erlebniserzählung; Popkultur; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Selbstkonzept; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Lernerfahrung
Abstract	A better understanding of the multifaceted, dynamic and situated identity of the language learner stands at the center of much current SLA research. One of the main ways in which it is investigated is through the examination of autobiographical language learning histories. In an effort to better understand some of the processes which lead to a motivated, confident and successful language learner and user, this article analyzes the language learning histories of two EFL student-teachers, notable for their commitment to the learning and teaching of English. A close analysis of their narratives, focusing on thematic, stylistic and performative aspects, reveals what narrative psychologist McAdams (2006) has called "redemptive" patterns, that is, narrative structures in which hardship leads to inner growth and difficulties become "springboards" (Pals, 2006) to success. The two narrators also display a similar flexibility in their evolving self-positioning in response to the difficulties they narrate, and for both, attachment to the imagined community of Anglophone popular culture is an essential component in this process. Together, the learning experiences delineated in the accounts support the call for student-focused pedagogy, which puts emphasis on creating a positive emotional atmosphere, on the one hand, and providing rich intercultural knowledge, on the other. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://ssllt.amu.edu.pl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01