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Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention
Language Learning Journal Pub Date : 2021-04-09 , DOI: 10.1080/09571736.2021.1906733
Karen Forbes 1 , Michael Evans 1 , Linda Fisher 1 , Angela Gayton 1, 2 , Yongcan Liu 1 , Dieuwerke Rutgers 1
Affiliation  

ABSTRACT

It is natural to assume the languages classroom to be a key site for the construction of learners’ linguistic and multilingual identities. Yet, an underlying assumption exists that this will occur regardless of whether teachers explicitly raise learners’ awareness about the nature of language and how language is implicated in their lived experience. We argue, therefore, that a new dimension of languages pedagogy is necessary in order for learners to understand their own and others’ linguistic repertoires (whether learned in school, at home or in the community) and so to recognise their agency in being able to claim a multilingual identity. In this paper, we present a rationale for and explore the effect of an innovative programme of participative multilingual identity education which was implemented by teachers in languages classrooms across four secondary schools in England over the course of one academic year. Data were collected through questionnaires administered before and after the intervention and sought to trace the formation of students’ multilingual identity. Evidence from this study suggests that while more traditional interventions focusing on raising awareness about the benefits of languages can be beneficial, effects can be enhanced by an additional ‘identity’ element, i.e. actively promoting reflexivity.



中文翻译:

在语言课堂中培养多语言身份:基于身份的教学干预的影响

摘要

人们很自然地认为语言课堂是构建学习者语言和多语言身份的关键场所。然而,存在一种潜在的假设,即无论教师是否明确提高学习者对语言本质以及语言如何与他们的生活经验有关的认识,这种情况都会发生。因此,我们认为,语言教学的新维度是必要的,以便学习者理解他们自己和他人的语言曲目(无论是在学校、家庭还是社区中学习的),从而认识到他们在能够声称拥有多语言身份。在本文中,我们提出了参与式多语言身份教育的创新计划的基本原理并探讨了该计划的效果,该计划由教师在英格兰四所中学的语言教室中实施,为期一学年。通过在干预前后进行的问卷收集数据,并试图追踪学生多语言身份的形成。这项研究的证据表明,虽然更传统的干预措施侧重于提高对语言好处的认识可能是有益的,但额外的“身份”元素可以增强效果,即积极促进反思。通过在干预前后进行的问卷收集数据,并试图追踪学生多语言身份的形成。这项研究的证据表明,虽然更传统的干预措施侧重于提高对语言好处的认识可能是有益的,但额外的“身份”元素可以增强效果,即积极促进反思。通过在干预前后进行的问卷收集数据,并试图追踪学生多语言身份的形成。这项研究的证据表明,虽然更传统的干预措施侧重于提高对语言好处的认识可能是有益的,但额外的“身份”元素可以增强效果,即积极促进反思。

更新日期:2021-04-09
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