"Made" to Study German?--Imagined Native-Speaker & Learner Communities and the Im/Plausible German Language Self

Autor/in	Chavez, Monika
Titel	"Made" to Study German?--Imagined Native-Speaker & Learner Communities and the Im/Plausible German Language Self
Quelle	In: Journal of Language, Identity, and Education, 20 (2021) 6, S.363-378 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1753199
Schlagwörter	German; Self Concept; Stereotypes; Native Speakers; Second Language Learning; Second Language Instruction; Student Attitudes; Diversity; Heritage Education; Student Characteristics; Transformative Learning; Cultural Awareness; French; Spanish; Russian; Japanese; Undergraduate Students; Communities of Practice; State Universities; College Second Language Programs; Decision Making + Suchen Sie Ihr Suchwort? Deutscher; Selbstkonzept; Klischee; Muttersprachler; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Pädagogische Transformation; Cultural identity; Kulturelle Identität; Französisch; Spanisch; Russisch; Japaner; Japanisch; Community; Staatliche Universität; Decision-making; Entscheidungsfindung
Abstract	This study explored how 296 U.S. learners of five foreign languages (FLs), including German, imagined stereotypical native speakers (NSs) and likely learners of German. Results showed that (a) when students of different languages imagined NSs of German, they emphasized different stereotypes; learners of German named the most and the most diverse stereotypes, which was particularly remarkable as all groups emphasized negative characteristics; (b) descriptions of characteristics of NSs corresponded with those of learners of German; (c) many respondents--especially those who were not students of German--considered heritage connections as an essential characteristic of a learner of German; and (d) non-learners of German gave more detailed descriptions of likely learners than of NSs of German. Results outline pathways of imagined self- and other-exclusion from German-speaking communities, which, in turn, raise questions about how the study of a foreign language can reach its stated goals of personal transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01