A Collaborative Autoethnography on Raciolinguistic Experiences and the Construction of Linguistic Identities during an Intercultural Exchange

Autor/inn/en	Campos Campos, Maria Paula; Roa, Stephany Garzón; Méndez, Maria Paula; Castañeda Trujillo, Jairo Enrique
Titel	A Collaborative Autoethnography on Raciolinguistic Experiences and the Construction of Linguistic Identities during an Intercultural Exchange
Quelle	In: GIST Education and Learning Research Journal, (2021) 23, S.59-79 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Campos Campos, Maria Paula) ORCID (Roa, Stephany Garzón) ORCID (Méndez, Maria Paula) ORCID (Castañeda Trujillo, Jairo Enrique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1692-5777
Schlagwörter	Exchange Programs; Language Teachers; Language Variation; Foreign Countries; Social Justice; English (Second Language); Intercultural Communication; State Universities; Self Concept; Second Language Learning; Second Language Instruction; Social Discrimination; Language Attitudes; Ethnography; Native Speakers; Preservice Teachers; Child Caregivers; Comparative Analysis; Teacher Education Programs; Professional Identity; Equal Education; Colombia + Suchen Sie Ihr Suchwort? Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Language teacher; Sprachunterricht; Sprachenvielfalt; Ausland; Soziale Gerechtigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Interkulturelle Kommunikation; Staatliche Universität; Selbstkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziale Benachteiligung; Soziale Schließung; Sprachverhalten; Ethnografie; Muttersprachler; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Kolumbien
Abstract	The personal experiences of three of the authors of this document as Au Pairs in the United States exposed some issues related to social justice and discrimination that made the participants reflect on their identity as speakers and future teachers of English. This article shares, analyzes and interprets these reflections collaboratively in search of the contributions of this intercultural exchange to the construction of the identity of the participants, and how these experiences contrast with those lived as pre-service English teachers in a public university in the southeastern region of Colombia. Using a collaborative autoethnographic approach, the participants exposed situations of discrimination and inequality for not being native English speakers or for being Latin American. They analyzed them in the light of the theory on linguistic identity, raciolinguistics, and English varieties. The findings showed that the participants' negative experiences helped the participants consolidate their identity as teachers of English, allowing them to see the inequalities and injustices that exist within the English program and empowering them to propose changes within their immediate contexts in their country of origin. The article is intended to be a useful resource specifically, but not exclusively, for English teachers in training who plan to do cultural exchanges abroad but who also project themselves as English teachers. (As Provided).
Anmerkungen	Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01