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| Autor/in | Brown, Lucien |
|---|---|
| Titel | An Activity-Theoretic Study of Agency and Identity in the Study Abroad Experiences of a Lesbian Nontraditional Learner of Korean |
| Quelle | In: Applied Linguistics, 37 (2016) 6, S.808-827 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0142-6001 |
| DOI | 10.1093/applin/amu075 |
| Schlagwörter | Applied Linguistics; Adult Learning; Study Abroad; Nontraditional Students; Cultural Awareness; Homosexuality; Feminism; Social Bias; Student Empowerment; Self Concept; Social Environment; Second Language Learning; Korean; Foreign Countries; South Korea (Seoul) |
| Abstract | This is an activity-theoretic study of agency and identity in the study abroad experiences of a Korean learner named Julie-a 50-year-old lesbian, feminist, and non-traditional student from the USA. During 6-weeks in Seoul, Julie struggled to gain participation and to define her identity in a setting that was hostile towards homosexuality. These struggles were exacerbated by her Korean class, where she was positioned as an "older" student and, therefore, consigned to working with a "sexist" and "narcissistic" 65-year-old European male ("Peter"). Within this unfavourable socio-historical context, this study focuses on how Julie exerted her agency to modulate her identity and redefine the social-material conditions of her language learning. I argue that through exerting her agency Julie was able to alter the "rules of interaction" in the "activity system" that she was part of. As such, Julie's story highlights the significance of acts of "changing" in defining language learning experiences and emphasizes the role of agency in activity-theoretic approaches to language learning. (As Provided). |
| Anmerkungen | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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