Gaining Insight into Students' Language Experiences through Their Linguistic Autobiographies

Autor/inn/en	Prinsloo-Marcus, Loraine; Campbell, Bridget
Titel	Gaining Insight into Students' Language Experiences through Their Linguistic Autobiographies
Quelle	In: English in Education, 56 (2022) 4, S.325-339 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prinsloo-Marcus, Loraine) ORCID (Campbell, Bridget)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2022.2064740
Schlagwörter	Student Attitudes; Autobiographies; Learning Experience; Social Environment; Preservice Teachers; Teacher Education Programs; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Sociocultural Patterns; Self Concept; Case Studies; Multilingualism; Indo European Languages; African Languages; Foreign Countries; Native Language; Language Proficiency; Language Variation; Language Attitudes; Language Role; Elementary Secondary Education; Power Structure; South Africa + Suchen Sie Ihr Suchwort? Schülerverhalten; Autobiography; Autobiografie; Autobiographie; Lernerfahrung; Soziales Umfeld; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Selbstkonzept; Case study; Fallstudie; Case Study; Mehrsprachigkeit; Multilingualismus; Indoeuropäisch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Ausland; Language skill; Language skills; Sprachkompetenz; Sprachenvielfalt; Sprachverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	To write a linguistic autobiography is to explore and reflect on our lived experiences with language. The purpose of this research was to gain insight into students' language experiences through their linguistic autobiographies and to gain a greater understanding of their relationship with and thoughts on language within their social contexts. In this socio-cultural, qualitative, single-design case study, data were generated through the linguistic autobiographies of thirty-five pre-service teachers of English. Data were analysed using an inductive thematic approach and the results uncovered five main themes. The findings highlighted issues relating to language conflict and its possible impact on linguistic identity in different contexts. The emotional undertones associated with language revealed in the linguistic autobiographies were enlightening. The study postulates that knowing how pre-service teachers position themselves in relation to language and society could assist with adjusting pedagogic practices to accommodate the linguistic needs of all in the class. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01