Eight Versions of the Visit to "La Barranca": Critical Discourse Analysis of a Study-Abroad Narrative from Mexico

Autor/inn/en	Menard-Warwick, Julia; Palmer, Deborah
Titel	Eight Versions of the Visit to "La Barranca": Critical Discourse Analysis of a Study-Abroad Narrative from Mexico
Quelle	In: Teacher Education Quarterly, 39 (2012) 1, S.121-138 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Futures (of Society); Field Trips; Undergraduate Students; Family Life; Second Language Learning; Discourse Analysis; Foreign Countries; Classrooms; Immigrants; Study Abroad; Preservice Teachers; English (Second Language); Family Environment; Spanish; Journal Writing; Poverty; Student Attitudes; Student Needs; English Language Learners; Cultural Awareness; Preservice Teacher Education; Mexico; Texas + Suchen Sie Ihr Suchwort? Future; Society; Zukunft; Exkursion; Zweitsprachenerwerb; Diskursanalyse; Ausland; Classroom; Klassenraum; Immigrant; Immigrantin; Immigranten; Studies abroad; Auslandsstudium; English as second language; English; Second Language; Englisch als Zweitsprache; Familienmilieu; Spanisch; Zeitschriftenaufsatz; Armut; Schülerverhalten; Cultural identity; Kulturelle Identität; Lehramtsstudiengang; Lehrerausbildung; Mexiko
Abstract	In 2007, eleven diverse undergraduate students from Texas spent a month in Mexico on a study-abroad program sponsored by the School of Education at their university. A central goal of the program was to facilitate pre-service teachers' ability to articulate a critical understanding of the needs of second language (L2) learners in their future public school classrooms. To this end, the students lived with Mexican host families, visited local schools, studied Spanish, took a Second Language Acquisition (SLA) class focused on immigrant language learners, participated in numerous field trips, and wrote about their experiences in a biweekly journal. In the journal entry, the only male student in the group reports his decision "not" to write about a field trip that took place in the first week of the program, a visit to a family living in poverty in an area known as "La Barranca" (the Ravine). In this article, the authors use critical discourse analysis to examine the eight narrative accounts of the "Barranca" field trip and to answer the following questions: (1) What perspectives do the students construct on educational and social issues in Mexico and their own relationship to those issues in writing about the "Barranca" visit?; (2) What linguistic resources do the students use to construct their perspectives?; and (3) To what extent do the "Barranca" narratives demonstrate students' critical understanding of the potential needs of immigrant students in U.S. public schools? They conclude by drawing implications for future study-abroad programs that aim to foster critical sociocultural awareness in prospective teachers. (Contains 1 table and 6 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10