Negotiating Words and Worlds: An Autoethnography of Linguistic Identity Development

Autor/in	Thomas, Clarice
Titel	Negotiating Words and Worlds: An Autoethnography of Linguistic Identity Development
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 31 (2018) 7, S.612-625 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Clarice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2018.1468044
Schlagwörter	Self Concept; Black Dialects; Ethnography; Power Structure; Personal Narratives; Code Switching (Language); Teaching Methods; Urban Schools; Authors; Standard Spoken Usage; Graduate Students; Doctoral Programs; Critical Theory; Race; Language Attitudes; Language Usage; Psychological Patterns; Educational Needs; Cultural Differences + Suchen Sie Ihr Suchwort? Selbstkonzept; Ethnografie; Erlebniserzählung; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Author; Autor; Autorin; Gesprochene Sprache; Umgangssprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Kritische Theorie; Rasse; Abstammung; Sprachverhalten; Sprachgebrauch; Educational need; Bildungsbedarf; Kultureller Unterschied
Abstract	This article presents an autoethnographic account of the author's linguistic development as a speaker of African American Vernacular English (AAVE) and Standard American English (SAE). Historically, formal settings such as academic spaces have undervalued the use of AAVE; thus, creating tension for speakers of the language. In this study, the author reflects on her linguistic identity, and as a new doctoral student begins to interrogate her language beliefs and practices. This research is grounded in critical race theoretical perspectives and analyzes power, race, and language use for African Americans who speak AAVE and SAE. The author employs autoethnography methods to develop a narrative account of her experiences and reflect on the psychological and physical effects of code-switching and code-meshing as a student and teacher. This work can inform pedagogical approaches that support the teaching and learning needs of culturally and linguistically diverse students in urban classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01