Cross-Cultural Memoir as Borderland Negotiation of Identity in Language Education

Autor/inn/en	McPherron, Paul; McIntosh, Kyle
Titel	Cross-Cultural Memoir as Borderland Negotiation of Identity in Language Education
Quelle	In: International Multilingual Research Journal, 13 (2019) 3, S.196-208 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2019.1625675
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Self Concept; College Students; Class Activities; Assignments; Teaching Methods; Cultural Differences; Social Influences; Personal Narratives; Course Content; Graduate Students; Course Descriptions; Multilingualism; Biographies; Language Usage; Language Proficiency; Classroom Communication; Language Attitudes; Family Relationship; Language Teachers; Teaching Experience; New York; Florida + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Selbstkonzept; Collegestudent; Assignment; Auftrag; Zuweisung; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Sozialer Einfluss; Erlebniserzählung; Kursprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kursstrukturplan; Mehrsprachigkeit; Multilingualismus; Biography; Biografie; Biographie; Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Klassengespräch; Sprachverhalten; Language teacher; Sprachunterricht
Abstract	In this article, we discuss three cross-cultural memoirs used in three different university courses that introduced students to the complex identities that form both inside and outside of language classrooms. In arguing for the value of using such memoirs as content in university courses, we provide a detailed thematic analysis of Peter Hessler's "River Town"; Elaine Mar's "Paper Daughter"; and Binyavanga Wainaina's "One Day I Will Write about This Place," and evaluate classroom activities and assignments that drew on these memoirs. Specifically, we highlight how reading them allowed students to understand fundamental themes in language learning and teaching and multiple ideological, institutional, and social levels of influence. Drawing on these frameworks, we make a case for employing cross-cultural memoirs to wrestle with the complexities inherent in teaching and learning English in courses across the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01