Language Learning Autobiographies, Identity Texts, and Critical Teacher Education

Autor/inn/en	Shin, Hyunjung; Jang, In Chull
Titel	Language Learning Autobiographies, Identity Texts, and Critical Teacher Education
Quelle	In: English Teaching, 78 (2023) 1, S.197-223 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Foreign Countries; Language Teachers; Self Concept; Second Language Learning; Second Language Instruction; Professional Identity; English (Second Language); Private Education; Autobiographies; Teacher Education Programs; Preservice Teachers; Reflective Teaching; Learning Experience; Undergraduate Students; Elementary School Teachers; State Universities; Student Attitudes; Metalinguistics; Critical Theory; Teaching Methods; South Korea + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; Selbstkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Privatunterricht; Autobiography; Autobiografie; Autobiographie; Lernerfahrung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Staatliche Universität; Schülerverhalten; Metalanguage; Metasprache; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Korea; Republik
Abstract	This paper explores possibilities of using language learning autobiographies as a form of identity texts in order to produce suggestions for critical teacher education. Specifically, we examined what insights we might gain by reframing Korean pre-service teachers' autobiographies as a form of identity texts to develop reflective teachers, who affirm their identities and language learning histories. We thematically analyzed autobiographical reflection papers on English learning experiences of 73 undergraduate students enrolled in a compulsory elementary English education course at a public university in South Korea. The analysis revealed the predominance of referral to English private education experiences and a sense of linguistic insecurity felt by these pre-service teachers, who would later teach in public schools. Based on these findings, we provide suggestions for critical teacher education to foster critical language awareness and identity investment for the students. We conclude that language learning autobiographies, while incorporating characteristics of identity texts, might be a useful tool for critical pedagogies. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01