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Knapton, Olivia. "Negotiating embodied space in anxiety narratives." Metaphor in Mental Healthcare 10, no. 2 (2020): 233–52. http://dx.doi.org/10.1075/msw.00005.kna.
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Abstract In recent years, studies from social/cultural geography and social psychology have shown the importance of the subjective experience of space in anxiety disorders. This study investigates how lived space in anxiety is discursively negotiated in interactional narratives, with a focus on the co-construction of time, physical space and epistemic modality, and the ways in which metaphors contribute to the representation of spatial experience. The data are two case studies taken from television programmes in which a figure in the public eye is being interviewed about their experiences of anxiety. The analysis showcases two distinct kinds of lived space in anxiety, one in which the self is continually moving through a space experienced as too expansive, and another in which other people/entities are moving around the self in a space experienced as too small. Both experiences involve spatial responses that serve to bring some relief from anxiety. The analysis also has methodological implications by exemplifying how metaphors feed into spatial gestalts that are collaboratively constructed as narratives unfold in situated interaction.
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Grimm, Adam Thomas, Dana Kanhai, and Jessica Landgraf. "International Student Spouses and the English Language." Journal of International Students 9, no. 4 (2019): 1172–90. http://dx.doi.org/10.32674/jis.v9i4.583.
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In the context of the internationalization of U.S. higher education, millions of international students have come to study at U.S. institutions. Some students, particularly those pursuing advanced degree, bring their spouses. As part of a larger study, we set out to examine the experiences of international student spouses at a Midwestern university. This article examines the experiences from the perspective of grappling with the English language, a theme cross-cutting through spouses’ experiences. Experiences with English, the focus of this article, are both a discrete element of spouses’ lived experiences and a useful way to understand challenges and opportunities not directly related to language. Utilizing qualitative case study techniques, we found that English language is experienced through anxieties as well as ambitions by the participants in our study.
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Engel, Lis, and Rikke Schou Jeppesen. "The Dance of Words." Nordic Journal of Dance 1, no. 1 (2010): 58–65. http://dx.doi.org/10.2478/njd-2010-0008.
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Abstract This article is about language and lived experiences and analysis of movement of dance within Physical Education studies in Denmark with a special focus on how the language of movement and dance can be related to lived body and movement experience. The issue of the challenges and possibilities of expressing movement experience and analysis in words is discussed at the general level and exemplified in the context of a dance educational event where the movement theory of Rudolf Laban is applied. A central question arising out of this example of working with language and lived experience of movement is: What influence does language have on our way of understanding and communicating a dance experience? The article proposes that a bodily anchored lived language – through an ethic-aesthetic phenomenological approach – may supplement, expand and broaden a given professional terminology in order to articulate, communicate and unfold the experiential dimensions of dance.
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Girdzijauskienė, Rūta. "The Bodily Experiences of Music Teachers." Central European Journal of Educational Research 3, no. 1 (2021): 53–59. http://dx.doi.org/10.37441/cejer/2021/3/1/9351.
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This paper deals with the specifics of a music teacher's work in kindergarten and presents an empirical study, based on the approach of hermeneutic phenomenology. In the research outcomes, the experiences of the music teacher's work in kindergarten are presented through their stories about memorable moments of their professional activity. Initially, in accordance with the theory of Max van Manen, the research data were viewed through the prism of five dimensions (lived time, lived space, lived self-others, lived things, and lived body), typical of all phenomena. The paper discusses one of them, i.e. the teachers' experience from the perspective of the lived body. The stories demonstrate how through the looks, facial mimicry, and body language, moments of the teacher's everyday routine are revealed that would otherwise be overlooked or considered irrelevant.
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GRENIER, AMANDA. "Constructions of frailty in the English language, care practice and the lived experience." Ageing and Society 27, no. 3 (2007): 425–45. http://dx.doi.org/10.1017/s0144686x06005782.
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The way frailty is conceptualised and interpreted has profound implications for social responses, care practice and the personal experience of care. This paper begins with an exegesis of the concept of frailty, and then examines the dominant notions of frailty, including how ‘frailty’ operates as a ‘dividing-practice’ through the classification of those eligible for care. The definitions and uses of ‘frailty’ in three discursive locations are explored in: (a) the Oxford English Dictionary, (b) the international research literature, and (c) older women's accounts of their lived experience. Three distinctive discourses are found, and applying a Foucauldian analysis, it is shown that the differences reflect overlaps and tensions between biomedical concepts and lived experiences, as well as negative underlying assumptions and ‘subjugated knowledge’. The concept of frailty represents and orders the context, organisational practices, social representations and lived experiences of care for older people. The evidence suggests that if, as the older women's accounts recommended, socially- and emotionally-located expressions of frailty were recognised in addition to the existing conceptions of risk of the body, frailty might no longer be thought of primarily as a negative experience of rupture and decline. To encourage this change, it is suggested that practice focuses on the prevention of frailty and associated feelings of loss, rather than reinforcing the feelings and experiences which render a person ‘frail’.
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Ulatowska, Hanna K., Tricia Santos, Diane Walsh, Jilliane Lagus, Mitchell Pruett, and Sara Aguilar. "STORIES OF TRAUMA AND RECONCILIATION OF WORLD WAR II VETERANS." Innovation in Aging 3, Supplement_1 (2019): S768. http://dx.doi.org/10.1093/geroni/igz038.2822.
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Abstract The present qualitative study examined the reconciliation of trauma experienced by 55 World War II veterans (22 aeronautical crew members, 27 non-pilot combatants, and 6 veterans with dementia) demonstrated via testimonial language within a semi-structured interview. The research team considered themes of language coherence as they relate to veteran experiences of trauma and reconciliation. Trauma literature documents the importance of personal narratives in both identifying and reconciling traumatic experiences. This study examined morals and values of participants, traumatic experiences either lived or witnessed, and reconciliation of trauma as demonstrated by the coherence of participants’ linguistic and paralinguistic communication. Linguistic analysis included the use of evaluative and emotional language; linguistic devices such as crowding, topic maintenance, and humor; and lessons learned from trauma and the reconciliation process. Prosody was analyzed as a paralinguistic indicator of trauma and reconciliation using audio recordings of semi-structured interviews. The primary findings revealed that highly coherent language is present among participants with distinct content when comparing episodes from youth and reflections of experience in old age. The unique differences demonstrated overall strength of veterans’ narrative identity throughout their lives. Strength of identity and coherence of language indicated adequate reconciliation of traumatic events. Reconciliation of trauma was also evident in veterans’ participation in the study and generative behavior described in testimonial language.
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Purkarthofer, Judith, and Guri Bordal Steien. "“Prétendre comme si on connaît pas une autre langue que le swahili”: Multilingual parents in Norway on change and continuity in their family language policies." International Journal of the Sociology of Language 2019, no. 255 (2019): 109–31. http://dx.doi.org/10.1515/ijsl-2018-2005.
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Abstract In this article, we examine how parents explain their choices of transmitting certain languages to their children, a key element of family language policies (FLP), in light of their dynamic linguistic repertoires and biographic experiences. Contributing to the framework of FLP, we focus in particular on parents’ memories, their narratives of multilingual upbringing in the past, and how these are used to construct present FLP. We analyze conversations where six multilingual parents in Norway talk about their experiences and intentions regarding FLP, and in particular, their reasons for the transmission of (some of their) languages to their children. The parents of three of the families are from the Democratic Republic of Congo (DRC), and in three others at least one of the parents migrated from Germany. We find that the parents align their decisions with both prior and new experiences. They relate to their language(s), their past and their current family life, and express the wish for continuity across the lifespan. At the same time, they demonstrate a certain flexibility and willingness to adapt to the constantly changing environments that they and their children experience and in which they navigate. Through their complex accounts, their memories and lived language experiences, we can understand parents’ manifold positions as regards their children’s linguistic repertoires.
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Citrayasa, Vinindita. "JUNIOR HIGH SCHOOL STUDENTS� LIVED EXPERIENCES OF LEARNING ENGLISH USING BUSUU." Indonesian EFL Journal 5, no. 2 (2019): 85. http://dx.doi.org/10.25134/ieflj.v5i2.1900.
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Researches on MALL mostly focus on how learning by using mobile phones gives significant effect on second/ foreign language skills. However, only few which focus on their lived-experiences of learning English using their smart phones anywhere outside their class and anytime outside their school time that can reveal meanings related to their awareness, beliefs, and actions. This research is then aimed at describing and interpreting the students� lived experience of using a mobile application namely Bussu for learning English. The study is a hermeneutic phenomenology study which focuses on the description and interpretation of the students� lived experiences of using Busuu to learn English. There were two participants interviewed using in-depth interviews and the data was in the form of texts. The result shows the participants� lived experiences showed some empirical meanings: ubiquitous learning, fun learning, and useful English learning assistant. This study also reveals the finding of transcendent meaning that Busuu encouraged them to become more autonomous learners.
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Lowe, Sid, Astrid Kainzbauer, Slawomir Jan Magala, and Maria Daskalaki. "International business and the Balti of meaning: food for thought." Journal of Organizational Change Management 28, no. 2 (2015): 177–93. http://dx.doi.org/10.1108/jocm-11-2014-0209.
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Purpose – The purpose of this paper is to discuss the interactive processes linking lived embodied experiences, language and cognition (body-talk-mind) and their implications for organizational change. Design/methodology/approach – The authors use an “embodied realism” approach to examine how people feel/perceive/act (embodied experiences), how they make sense of their experiences (cognition) and how they use language and communication to “talk sense” into their social reality. To exemplify the framework, the authors use a cooking metaphor. In this metaphor, language is the “sauce”, the catalyst, which blends raw, embodied, “lived” experience with consequent rationalizations (“cooking up”) of experience. To demonstrate the approach, the authors employ the study of a Chinese multinational subsidiary in Bangkok, Thailand, where participants were encouraged to build embodied models and tell their stories through them. Findings – The authors found that participants used embodied metaphors in a number of ways (positive and negative connotations) in different contexts (single or multicultural groups) for different purposes. Participants could be said to be “cooking up” realities according to the situated context. The methodology stimulated an uncovering of ineffable, tacit or sensitive issues that were problematic or potentially problematic within the organization. Originality/value – The authors bring back the importance of lived embodied experiences, language and cognition into IB research. The authors suggest that embodied metaphors capture descriptions of reality that stimulate reflexivity, uncover suppressed organizational problems and promote the contestation of received wisdoms when organizational change is pressing and urgent. The authors see the approach as offering the potential to give voice to embodied cultures throughout the world and thereby make IB research more practically relevant.
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Santiago, Maribel, and Jasmin Patrón-Vargas. "THE FLUIDITY OF HISTORICAL ANALYSIS: STUDENTS’ INTERPRETATIONS OF MENDEZ V. WESTMINSTER." Association of Mexican American Educators Journal 13, no. 1 (2019): 1. http://dx.doi.org/10.24974/amae.13.1.422.
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Using research from two eleventh-grade U.S. history classrooms in the San Francisco area, this article examines how students draw on their lived experiences to create historical meanings. Specifically, a three-day lesson on Mendez v. Westminster was used as part of a curricular intervention to explore the following question: How do students use their experiences with race/ethnicity and language to understand how discrimination was enacted in a different time? A grounded theory approach was used to identify patterns and codes from the data including student work, student interviews, and classroom observations. Findings reveal that students’ lived experiences served as a tool for understanding racial/ethnic discrimination and reasons why 1940s Mexican Americans claimed whiteness. At the same time, students’ lived experiences limited their ability to recognize language segregation in the 1940s. Having said this, students in this study view history through various lenses: 1) a racialized lens that recognizes White privilege; and 2) a language lens that reifies language discrimination. The authors conclude by presenting the complexity of students’ intersectional identities in shaping their historical analysis.
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Kong, Melinda L. F. "On Teaching Methods: The Personal Experiences of Teachers of English." RELC Journal 48, no. 2 (2016): 197–209. http://dx.doi.org/10.1177/0033688216661251.
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With the globalization and internationalization of education, many teachers from Asian countries pursue their professional development in English-speaking settings. However, there seems to be scarce research on these teachers’ expectations, lived experiences and identities in these contexts, and how their personal experiences influence their views and teaching when they return to their home countries. Using interviews and email correspondences, the current article examines the perceptions and personal experiences of three teachers of English (from Vietnam, China and Taiwan) who studied in Australia. Among others, findings suggest that the participants negotiated their expectations, lived experiences and sense of identity in different ways regardless of the degree to which their experiences in Australia matched their expectations. As teachers of English, they were constantly reflecting on the suitability of applying the teaching methods learned in their local teaching contexts. When they returned to their home countries, all of them found it useful to share their personal experiences of living and studying abroad with their students. Their strategic and practical application of what they had learned and/or experienced in Australia assisted them in having new options in dealing with teaching and learning issues in their home countries. This article hopes to shed light on aspects that may influence the growth of teachers of English.
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de Guzman, Allan B., Mark Anthony S. Chy, April Faye P. Concepcion, Alvin John C. Conferido, and Kristine I. Coretico. "The Language of Coping: Understanding Filipino Geriatric Patients' Hemodialysis Lived Experiences." Educational Gerontology 35, no. 9 (2009): 769–83. http://dx.doi.org/10.1080/03601270802708384.
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Sumalinog, Gino G. "English Language Teachers in Diaspora: A Heideggerian Phenomenology." International Journal of Learning, Teaching and Educational Research 19, no. 11 (2020): 283–95. http://dx.doi.org/10.26803/ijlter.19.11.16.
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Working abroad has been a job that many Filipino teachers embarked on due to the benefits it offers. This paper explores the lived experiences of the ten (10) Filipino ESL and EFL teachers working in Mozambique, Cambodia, Spain, Saudi Arabia, Cambodia, Japan, Laos, Singapore, Vietnam, and Thailand. These teachers have been in service for three (3) years and more. The study employed a qualitative phenomenological research design. It used Heideggerian’s Interpretative Phenomenological Analysis (IPA) with illustrated steps. The researcher uses a semi-structured interview to identify the lived experiences these participants have come across. The virtual data are gathered by means of Skype and Facebook Messenger. After an intensive analysis of the data, five themes emerged: (a) the driving force of the participants; (b) boons of the sojourn; (c) life learning encounters with students, and (d) scaffolds for the success of the sojourn. The findings reveal that the sojourn of the teachers in a foreign land had produced positive results and meaningful life experiences that had developed them economically, personally, and professionally. For future directions, researchers may delve deeply into the informants’ cultural encounters with their students and colleagues.
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Phyak, Prem. "Epistemicide, deficit language ideology, and (de)coloniality in language education policy." International Journal of the Sociology of Language 2021, no. 267-268 (2021): 219–33. http://dx.doi.org/10.1515/ijsl-2020-0104.
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Abstract The purpose of this paper is to analyze how research approaches and methods in language education policy could serve to erase local multilingualism and its associated epistemologies while reproducing inequalities of languages. This paper builds on “epistemicide” (Santos, Boaventura de Sousa. 2014. Epistemologies of the South: Justice against epistemicide. New York: Routledge) to critique how the knowledge constructed on the basis of the evidence collected by using research questions in binary/conflictual terms misrepresents the real experiences and voices of multilingual participants, particularly those from language-minoritized communities. This paper argues that advancing research and building educational practices upon the lived experiences of the people, particularly Indigenous and ethnic minorities, could help us resist the destruction of languages, epistemologies, and linguistic/epistemic self-determination of communities. I use the case of Nepal not only because I am familiar with its historical, sociopolitical, and cultural contexts (so I can provide an insider’s reflective perspective), but also because Nepal’s case offers new insights into understanding language ideological issues in the discourses of language education policies from the vantage point of “peripheral multilingualism” (Pietikäinen, Sari & Helen Kelly-Holmes. 2013. Multilingualism and the periphery. Oxford: Oxford University Press).
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Lucero, Edgar, and Katherin Roncancio-Castellanos. "The Pedagogical Practicum Journey Towards Becoming an English Language Teacher." Profile: Issues in Teachers´ Professional Development 21, no. 1 (2019): 173–85. http://dx.doi.org/10.15446/profile.v21n1.71300.
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This article discusses English language pre-service teachers’ pedagogical practicum experiences. We compiled, from their teacher journals and group talks, the lived teaching experiences of a group of 34 pre-service teachers who were majoring in English language education at a private university in Bogota, Colombia. The analysis of their stories makes us realize that their first practicum experiences are full of feelings and emotions, and that their first teaching practices are based on their mentor teachers’ pieces of advice. These first experiences, in turn, develop the foundation upon which they build themselves as English language teachers.
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Sethi, Bharati. "Using the eye of the camera to bare racism: A photovoice project." Aotearoa New Zealand Social Work 28, no. 4 (2016): 17–28. http://dx.doi.org/10.11157/anzswj-vol28iss4id294.
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INTRODUCTION: Researchers have well established that visible minorities experience discrimination in the labour market and racism at work; however, few studies have explored the experiences of immigrant visible minority women, especially those residing outside of large urban areas. The focus of this article is to explore participants’ experiences of discrimination and racism using photovoice methodology.METHODS: This Canadian study used an arts-based qualitative method in the form of a modified photovoice where 17 participants took photographs of their work and health experiences and discussed the meaning of their photographs and narratives in the interviews.FINDINGS: Results indicate that participants experienced discrimination in the labour market, and racism at work. In the absence of language, participants found the eye of the camera as an effective methodological tool to uncover and communicate their lived experiences of discrimination and racism.CONCLUSIONS: Social workers can utilise photovoice for exploring sensitive issues such as experiences of discrimination and racism in a safe context with marginalised populations. They prevent discrimination and racism in their communities.
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Lin, Angel, Rachel Grant, Ryuko Kubota, et al. "Women Faculty of Color in TESOL: Theorizing Our Lived Experiences." TESOL Quarterly 38, no. 3 (2004): 487. http://dx.doi.org/10.2307/3588350.
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Fotovatian, Sepideh. "Language, institutional identity and integration: lived experiences of ESL teachers in Australia." Globalisation, Societies and Education 13, no. 2 (2014): 230–45. http://dx.doi.org/10.1080/14767724.2014.934072.
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Uribe-Flórez, Lida J., Blanca Araujo, Mark Franzak, and Jeanette Haynes Writer. "Mathematics, Power, and Language: Implications from Lived Experiences to Empower English Learners." Action in Teacher Education 36, no. 3 (2014): 234–46. http://dx.doi.org/10.1080/01626620.2014.917365.
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Wu, Ming-Hsuan, and Genevieve Leung. "Re-envisioning Heritage Language Education: A Study of Middle School Students Learning Mandarin Chinese." Heritage Language Journal 11, no. 3 (2014): 207–23. http://dx.doi.org/10.46538/hlj.11.3.2.
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This article takes a language ecology perspective on the interdependence of multiple Chinese languages in the heritage communities and classrooms of middle-school students. We describe how these students struggle with Mandarin as an imposed identity and consider productive classroom exercises of linguistic rescaling that help them to critically examine the diversity of Chinese languages. This study addresses the dearth of critical examination of non-Mandarin Chinese heritage students’ lived experiences by showing interactions in which they actively engage in disrupting and dismantling conventional notions of “Chinese”.
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McKay-Cody, Melanie. "Multiply Marginalized: Indigenous Deaf Students’ Experiences in Higher Education." JCSCORE 6, no. 1 (2020): 100–101. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.100-101.
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While there is a body of literature about the experiences of Indigenous college students, there is a complete lack of research on Indigenous Deaf college students (enrolled in either traditionally Deaf colleges, predominantly hearing colleges, or a combination of both). The question remains, what college experiences are Indigenous Deaf students having? This signed (American Sign Language) academic video-article examines the lived experience of ten Indigenous Deaf college students. In this study, these students’ experiences are viewed through the Indigenous Deaf Methodologies framework coined by the author. The Indigenous Deaf Methodologies framework uses linguistic anthropology, Indigenous Methodologies (from hearing Indigenous researchers), and Deaf Epistemology (from white Deaf studies). This study focuses on the using of American Sign Language, tribal signed language, visual technologies, and the unique epistemological experiences of Indigenous Deaf students during their college years. This video-article explains the challenges such students face within colleges during a period spanning the 1970s to the today. The author provides recommendations for future programming and accessibility for the next generations of Indigenous Deaf college students.
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PhDRL, John Kit S. Masigan,. "Lived Experiences of Foreign Students towards the Development of a Language Adjustment Assessment Tool." World Journal of Educational Research 6, no. 2 (2019): 125. http://dx.doi.org/10.22158/wjer.v6n2p125.
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<p><em>As part of internationalization of higher education, student mobility has expanded over the past decade. Particularly, at St. Paul University Philippines, internationalization is established by hosting foreign students from Basic Education Unit to the Graduate School. Reviewed literature shows that foreign students across countries face a range of unique acculturation difficulties brought by language difference. However, none of these focused solely on language adjustment of foreign students. The researcher considered this particular space in sociolinguistics as a potential niche to occupy, with the aim of explicating the lived experiences of foreign students to develop a language adjustment assessment tool. This study used hermeneutical phenomenology in understanding the lived experiences of foreign students on language adjustment. Considering data saturation in the qualitative phase, the researcher involved 18 college foreign students using semi-structured one-on-one interview. The data were subjected to thematic structural analysis to find emerging themes. Based on such themes, the researcher developed a language adjustment assessment tool in the quantitative phase, which was pilot-tested to 76 medical foreign students and finally administered to 51 college foreign students using purposive-convenient sampling. Cohens Kappa was used to assess the instrument’s validity while Cronbach’s Alpha for reliability. Based on the findings of the study, more enablers affecting language adjustment of foreign students were identified than constraints. Moreover, four major themes emerged including Language-related General Living Adjustments, Language-related Academic Adjustments, Language-related Socio-Cultural Adjustments, and Language-related Psychological Adjustments. The developed language adjustment assessment tool was also evaluated to be fairly valid and reliable.</em></p>
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Alboliteeh, Mohammad, Judy Magarey, and Richard Wiechula. "The professional journey of Saudi nurse graduates: A lived experience." Clinical Nursing Studies 6, no. 1 (2017): 76. http://dx.doi.org/10.5430/cns.v6n1p76.
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Objective: To illuminate the lived experience of Saudi Nurse graduates during their early years in the workplace as professional nurses encompassing their experiences from being nurse students, preparations to become registered nurses, their struggles from being a student to a professional nurse, their cultural competence towards colleagues and patients in their new workplace, their impression of Nursing as a profession and other challenges they faced in especially on language and communication with their patients and colleagues.Methods: An interpretive phenomenological inquiry was utilized to inquire and discover the lived experiences of Saudi Nurse graduates to their job as nurses in different hospitals in Riyadh, Saudi Arabia. A total of 12 nurses were interviewed for this study in the course of 5 months. The interviews conducted with the 12 nurses were audiotaped recorded and subsequently transcribed in verbatim form and the Collaizi Method was used for the extraction of meanings from the interviews.Results: Five major themes were identified in the transcribed form of the interview and 11 subthemes emerged as well. The five major themes were educational preparation, transition into practice, cultural competence, image of nursing and language and communication.Conclusions: The study described the different challenges faced by Saudi nurse graduates from being students to professionals based from their experiences as newly employed staff nurses in different hospitals in Saudi Arabia. Their stories captured the story of novice nurses not only as a Saudi but may be true for other nationalities. These stories are shared by all nurses across the world who struggle to meet the demands of the nursing profession.
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Angelelli, Claudia V. "A professional ideology in the making." Translation and Interpreting Studies 5, no. 1 (2010): 94–108. http://dx.doi.org/10.1075/tis.5.1.06ang.
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Research on circumstantial bilinguals who become young interpreters for their families and communities contributes to our understanding of the life experiences of individuals who begin to interpret early in their lives. With the exception of early work on young interpreters and recent historical work on translation and interpreting, very little has been written about the lived experiences of interpreters and/or about the development of such exceptional types of bilingualism. When a family of Latino immigrants settles in America and the parents do not speak the societal language, it is often the case that young bilinguals act as language interpreters, brokering communication and advocating for their families’ needs. The ways in which these circumstantial bilinguals go about mediating communicative needs reveal much about these youngsters’ abilities. While interpreting for their families, young interpreters develop a sense of how to be linguistic advocates between speakers of minority languages and a society that struggles to accommodate the communicative needs of its members. In multilingual and diverse societies, it is imperative that the linguistic talents of young bilinguals be fostered and enhanced.
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Vieira, Miliane Moreira Cardoso, Abimael Junior Souza Santos, and Jaiara Martins Aguiar Monteiro. "THE ROLE OF THE TEACHER IN THE FORMATION OF THE STUDENT - CITIZEN WITHIN THE PUBLIC SCHOOL IN HIGH SCHOOL: A REFLECTION DONE FROM EXPERIENCES AS A RESIDENT IN THE PEDAGOGICAL RESIDENCE PROGRAM." DESAFIOS - Revista Interdisciplinar da Universidade Federal do Tocantins 7, Especial-2 (2020): 136–38. http://dx.doi.org/10.20873/uftsupl2020-8783.
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This work brings experiences lived in an Elementary School and High School, exposing the main difficulties in learning a new language and the challenges that English language teachers need to face in the exercise of the function, under the resident's gaze.
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Warden, Jocelyn A., Patricia Mayers, and Harsha Kathard. "The Lived Experience of Being a Speech-Language Therapist in the Western Cape Public Health Service." South African Journal of Communication Disorders 55, no. 1 (2008): 49–62. http://dx.doi.org/10.4102/sajcd.v55i1.769.
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This study explores the lived experience of being a Speech-Language Therapist (S-L Therapist) in the South African Western Cape public health service. The lived experience of seven S-L Therapists with varied clinical experience was illuminated using a qualitative phenomenological research design. S-L Therapists, working in the three Western Cape tertiary hospitals, provided an in-depth account of their experiences as S-L Therapists. The audio recorded interviews were transcribed verbatim and analysed using an adaptation of Colaizzi's (1978) method of analysis. The rigour and trustworthiness of the research process was informed by consideration of issues of credibility, applicability, confirm ability and dependability as they relate to phenomenological design. Five main themes emerged from data analysis: expectations of practice and practice realities; being part of the "underdog" profession: role definition and status; being connected; the holistic nature of the S-L Therapist's practice; and erosion or promotion. The implications for training and support of S-L therapists by managers and policymakers and peers are highlighted.
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De Prada, Elena, Mercedes Mareque, and Margarita Pino-Juste. "Creativity and Intercultural Experiences: The Impact of University International Exchanges." Creativity. Theories – Research - Applications 7, no. 2 (2020): 321–45. http://dx.doi.org/10.2478/ctra-2020-0017.
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Abstract Based on recent findings that highlight the strong links between creativity and interculturality, we will attempt to establish a relationship between intercultural experiences and creativity within the context of international university exchanges in order to propose specific courses of action for improving these skills. The methodology used is based on a quasi-experimental design for a sample of 303 university students from a Spanish university. Data were obtained from a survey that measured creativity with two different instruments (RIBS-s and Divergent Thinking), English proficiency, and intercultural experiences abroad. Results show a strong relationship between creativity and intercultural experiences, suggesting that those students who lived abroad and in a higher number of foreign countries are more creative. Additionally, the most significant differences appear when we establish a comparison between those students who have not lived abroad and those who have done so in more countries, which contributes to highlighting the close relationship between interculturality and creativity. Of special significance is the strong link found between English proficiency and having experiences abroad, suggesting that when the level of a shared international language, English in this case, is higher, there will be more options to increase students’ creativity. Likewise, students who have a higher level of English are more creative. Designing programs for higher education students that combine and integrate foreign language skills, creativity, and interculturality appear to be essential. Thanks to foreign language skills, students will be in a better position to acquire intercultural sensitivity and improve their creativity, making their international experience a valued source of fulfilment both for their personal life and their career.
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Telles, João A. "TEACHERS’ ACCOUNTS OF LANGUAGE VARIATIONS." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 14, no. 1 (1998): 87–120. http://dx.doi.org/10.1590/s0102-44501998000100005.
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This paper focuses on teachers' stigmatizing perspectives of their students' nonstandard varieties of Portuguese. Theoretically, the study was grounded on Personal Construct Psychology, Perspective Transformation in Teacher Education, Transformative Bidialectalism and Critical Language Awareness. The objectives were to jointly access and assess the teachers’ implicit theories about nonstandard language and to verify to what extent these theories affected their classroom pedagogy. My research questions turned to how the participating teachers understood nonstandard language; and to how their understandings are reflected on their language teaching. The viewing of the teachers’ videotaped classes and Repertory Grid activities inspired reflective conversations with the two teacher participants on their language and classroom experiences. These conversations were audio-recorded, transcribed and their analysis followed the thematizing approach of Hermeneutic Phenomenology. The study revealed teachers’ implicit theories about language variation defining pedagogies based on deficit and standard grammar perspectives. These pedagogies are in constant interaction with the teachers’ lived experiences, the contextual restrictions of schools and the limitations of teacher education programs.
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Liu, Ying. "Writing Lived Experience – A Melancholy Elegy." Language and Psychoanalysis 9, no. 1 (2020): 55–67. http://dx.doi.org/10.7565/landp.v9i1.1704.
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This paper explores the limitations of language in psychotherapeutic writing about lived experience and how psychanalytic concepts can help us both understand and work through the inevitable loss that results from these limitations. It is illustrated by the author’s experience of undertaking a doctoral research project in psychotherapy where the experience of narrative incoherence was explored through writing. Paralleled to the doctoral research project was the author’s challenges in writing the experience of incoherence. By reflecting on and analysing these challenges, this paper explores the sense of loss that is located at the core of writing lived experience through psychoanalytic concepts including the third position and melancholia. The limitations of language in capturing the fullness of lived experienced is shed light on. Connecting the psychoanalytic concept of melancholia to Romanyshyn’s (2013) writing as elegy, I propose writing lived experience as a melancholy elegy in which what is lost in language can be acknowledged and kept alive in the writer’s psyche. I argue for the creative potential brought by the continuous engagement with the sense of loss in writing lived experience.
 
 Reference:
 Romanyshyn, R.D. (2013). The wounded researcher: research with soul in mind. New Orleans, Louisiana: Spring Journal Books.
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Listman, Jason D., and Kim B. Kurz. "Lived Experience: Deaf Professionals’ Stories of Resilience and Risks." Journal of Deaf Studies and Deaf Education 25, no. 2 (2020): 239–49. http://dx.doi.org/10.1093/deafed/enz045.
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Abstract Navigating a phonocentric and audistic society can be challenging for Deaf people, yet some of them adapt and exhibit resilience. Although there is a plethora of resilience studies, Deaf people’s narratives are largely unexplored. This phenomenological study explored from a Deaf cultural-linguistic lens 10 Deaf professionals who use American Sign Language in the United States and their observation of other Deaf people’s lived experience. The study focused particularly on their experiences in overcoming significant barriers in their lives and the factors that strengthen Deaf people’s resilience. Based on qualitative data gathered from narrative interviews, three main themes emerged from this study: (a) Barriers to Incidental Learning: The Dinner Table Syndrome; (b) Importance of Family Involvement; and (c) Protective Role of the Deaf Community as a Second Family. The stories in this study highlight how Deaf professionals and other Deaf people navigate barriers and manifest resilience.
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Hanson, Marit. "The Semantics of Solidarity: Radical Vulnerability and Gendered Language in Elia Barceló’s Consecuencias naturales." 452ºF. Revista de Teoría de la literatura y Literatura Comparada, no. 25 (July 30, 2021): 194–211. http://dx.doi.org/10.1344/452f.2021.25.11.
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In Elia Barceló’s novel, Consecuencias naturales, both protagonists undergo biological interventions that cause them to share some or all of the physical characteristics attributed to a gender unlike the one with which they identify. It also deliberately employs gendered language to mount critiques of the heteronormative societal structures that this language reflects. I argue that the trajectory of the protagonists’ experiences suggests that physical embodiment is not enough to and engage in radical vulnerability with the Other. Instead, radical discursive change is needed to create a mutually understood linguistic paradigm in which both parties may empathize with the other’s positionality and lived experience.
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Silva, Walkyria Magno e. "A model for the enhancement of autonomy." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 24, spe (2008): 469–92. http://dx.doi.org/10.1590/s0102-44502008000300005.
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This article presents an innovative model for the enhancement of learner autonomy and shows some of its results and challenges. The model entails investigation of problematic areas of individual students' foreign language learning processes, identification of their privileged learning styles, use of technological tools to improve learning autonomy, development of a wider range of language learning strategies, and implementation of self-monitoring and self-evaluation routines. This model has been applied for the last three years with undergraduate students, earning a B.A. in Modern Languages (English, French or German), who will become foreign language teachers in elementary and high schools in Brazil. Results are threefold: first, the model has proven its efficiency in providing scaffolding for students autonomous language learning; second, autonomy developing experiences lived by subjects who are studying to be teachers can be mirrowed in their future professional lives with their own students; and thirdly, data derived from the participants in the study can shed some light into the variety of ways people learn in the local context.
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Ramayya, Nisha. "Poetry in Expanded Translation: Audre Lorde, Theresa Hak Kyung Cha, Harryette Mullen, Don Mee Choi." English: Journal of the English Association 69, no. 267 (2020): 310–30. http://dx.doi.org/10.1093/english/efaa031.
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Abstract In this article, I discuss the politics and poetics of translation in the work of Audre Lorde, Theresa Hak Kyung Cha, Harryette Mullen, and Don Mee Choi, considering each poet's ideas about translation and translation practices, suggesting approaches to reading and thinking about their work in relation to translation and in relation to each other. I ask the following questions: in the selected poets' work, what are the relationships between the movement of people, the removal of dead bodies, and translation practices? How do the poets move between languages and literary forms, and what are the politics and poetics of their movements with regards to migration, dispossession, and death, as well as resistance, refusal, and rebirth? I select these poets because of the ways in which they confront relationships between the history of the English language and literature, imperialism and colonialism, racialisation and racism, gendered experiences and narratives, and their own poetic practices. These histories and experiences do not exist in isolation, nor do the poets attempt to circumscribe their approaches to language, representation, translation, and form from their lived experiences and everyday practices of survival and resistance. The selected poets’ work ranges in form, tone, and argument, but I argue that their refusal to circumscribe politics and poetics pertains to their subject positions and lived experiences as racialised and post/colonial women, and that this refusal is demonstrated in their diverse understandings of translation and translation practices.
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Ali, Nor Liza, M. Obaidul Hamid, and Karen Moni. "English in primary education in Malaysia: policies, outcomes and stakeholders’ lived experiences." Current Issues in Language Planning 12, no. 2 (2011): 147–66. http://dx.doi.org/10.1080/14664208.2011.584371.
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Liu, Wei, and Qiang Wang. "Walking with bound feet: teachers’ lived experiences in China’s English curriculum change." Language, Culture and Curriculum 33, no. 3 (2019): 242–57. http://dx.doi.org/10.1080/07908318.2019.1615077.
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Smith, Laura, Ha Hoang, Tamara Reynish, et al. "Factors Shaping the Lived Experience of Resettlement for Former Refugees in Regional Australia." International Journal of Environmental Research and Public Health 17, no. 2 (2020): 501. http://dx.doi.org/10.3390/ijerph17020501.
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Refugees experience traumatic life events with impacts amplified in regional and rural areas due to barriers accessing services. This study examined the factors influencing the lived experience of resettlement for former refugees in regional Launceston, Australia, including environmental, social, and health-related factors. Qualitative interviews and focus groups were conducted with adult and youth community members from Burma, Bhutan, Sierra Leone, Afghanistan, Iran, and Sudan, and essential service providers (n = 31). Thematic analysis revealed four factors as primarily influencing resettlement: English language proficiency; employment, education and housing environments and opportunities; health status and service access; and broader social factors and experiences. Participants suggested strategies to overcome barriers associated with these factors and improve overall quality of life throughout resettlement. These included flexible English language program delivery and employment support, including industry-specific language courses; the provision of interpreters; community events fostering cultural sharing, inclusivity and promoting well-being; and routine inclusion of nondiscriminatory, culturally sensitive, trauma-informed practices throughout a former refugee’s environment, including within education, employment, housing and service settings.
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Zhang, Kuo. "LEARNING THE “LANGUAGE” OF MOTHERHOOD AS INTERNATIONAL GRADUATE STUDENTS." Art/Research International: A Transdisciplinary Journal 5, no. 2 (2020): 309–44. http://dx.doi.org/10.18432/ari29539.
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As international students seek degrees in U.S. institutions of higher education, their role as students is forefronted and recognizable by faculty and peers. However, what often remains invisible are international students' social and personal experiences during academic study abroad. Although there is a great deal of feminist research on academic identity and motherhood, almost nothing has been written regarding the experiences of international women who become mothers while pursuing graduate studies in the U.S. This poetic ethnographic study focuses on the lived experiences of eleven international graduate student first-time mothers from Chinese mainland and Taiwan who became new mothers during their programs of study in the U.S., especially how they kept learning their ongoing, dynamic, multifaceted, and embodied “language” of motherhood through various kinds of social interactions, and among divergent practices, beliefs, and cultures. This article explores how poetic inquiry can contribute to the understanding of international graduate student mothers’ experiences as a social, cultural, and educational phenomenon. This article also discusses the issues of ethics and self-reflexivity of conducting poetic inquiry research.
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Harfitt, Gary, and Blanche Chu. "Actualizing Reader-Response Theory on L2 Teacher Training Programs." TESL Canada Journal 29, no. 1 (2012): 93. http://dx.doi.org/10.18806/tesl.v29i1.1091.
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In this article we share our experiences of using poems in teacher-training courses where the students are predominantly second-language learners. We describe how we tried to help learners engage with a creative text through its language and meaning. We share our experiences of helping to facilitate the open expression of opinions and feelings in L2 teachers (both inservice and preservice) on creative texts, specifically the poem “My Papa’s Waltz” by Theodore Roethke. The use of this poem and others like it in teacher education courses in three of Hong Kong’s tertiary institutions has produced consistently impressive outcomes in terms of teachers’ responses to poetry in general. We aim to illustrate a teaching strategy that emphasizes the reader as expert and to show how this process leads EFL/ESL teachers as well as English-language learners (ELLs) to experience more lived, esthetic responses as part of their coursework.
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Gibbs, Raymond W., and Herbert L. Colston. "What psycholinguistic studies ignore about literary experience." Scientific Study of Literature 9, no. 1 (2019): 72–103. http://dx.doi.org/10.1075/ssol.18009.gib.
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Abstract Multiple decades of psycholinguistic research exploring people’s reading of different types of language has delivered much improved understanding of textual comprehension experience. Psycholinguistic studies have typically focused on a few cognitive and linguistic processes presumed to be central in reading comprehension of language, but this emphasis has omitted other processes and products readers commonly experience in their imaginative, aesthetic encounters with literature. Our paper describes some of the limitations of psycholinguistics for explaining people’s literary experiences. Nonetheless, we argue that recent research on embodied simulation processes may help close the gap between psycholinguistics, with its emphasis on generic processes of non-literary language use, and studies associated with the scientific study of literature with their focus on phenomenological, lived reactions to literary texts.
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Wesely, Pamela M. "When school language and home language differ: one parent’s lived experience." International Journal of Bilingual Education and Bilingualism 21, no. 8 (2016): 929–42. http://dx.doi.org/10.1080/13670050.2016.1217192.
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Freitas, André, Fátima Pereira, and Paulo Nogueira. "Reconceptualizing Expressive Arts Education in Portugal through a Biographical Narrative Approach." Education Sciences 10, no. 12 (2020): 388. http://dx.doi.org/10.3390/educsci10120388.
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In light of ongoing controversies concerning expressive arts education in Portuguese primary schools, the life history of one primary-school teacher who lives and works in the city of Porto (Portugal) is the starting point for problematizing this issue from the perspective of lived experiences. Data collection comprises oral reports, visual materials, and emotional accounts. Feelings were shared in a relational environment framed by ethical commitments. Through these processes, it was possible to create a narrative within the framework of a biographical narrative research approach. The main purpose was to highlight the voice of one primary-school teacher whose life history is blended with the foundations and practices of artistic expression in basic education—such as language, communication, knowledge, and lived experiences—making it an important starting point for reconceptualizing expressive arts education. The results showed that this reconceptualization can be achieved through three dimensions: seducing people, mediating places, and governing senses.
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Digard, Bérengère G., Antonella Sorace, Andrew Stanfield, and Sue Fletcher-Watson. "Bilingualism in autism: Language learning profiles and social experiences." Autism 24, no. 8 (2020): 2166–77. http://dx.doi.org/10.1177/1362361320937845.
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Bilingualism changes how people relate to others, and lead their lives. This is particularly relevant in autism, where social interaction presents challenges. Understanding the overlap between the social variations of bilingualism and autism could unveil new ways to support autistic people. This research aims to understand the language learning and social experiences of mono-, bi- and multilingual autistic people. A total of 297 autistic adults (mean age = 32.4 years) completed an online questionnaire including general demographic, language history and social life quality self-rating items. The sample included 89 monolingual English speakers, 98 bilinguals, and 110 multilinguals, with a wide range of language profiles. Regression models were used to analyse how bilingualism variables predicted social life quality ratings. In the full sample, age negatively predicted social life quality scores while the number of languages known positively predicted social life quality scores. In the multilingual subset, age negatively predicted social life quality scores, while third language proficiency positively predicted social life quality scores. This is the first study describing the language history and social experiences of a substantial sample of bilingual and multilingual autistic adults. It provides valuable insight into how autistic people can learn and use a new language, and how their bilingualism experiences shape their social life. Lay abstract Bilingualism changes the way people relate to others. This is particularly interesting in the case of autism, where social interaction presents many challenges. A better understanding of the overlap between the social variations of bilingualism and autism could unveil new ways to support the social experiences of autistic people. This research aims to understand the language learning and social experiences of autistic people who speak one, two or more languages. A total of 297 autistic adults (aged between 16 and 80 years) completed an online questionnaire that included general demographic questions, social life quality self-rating questions, language history questions, and open questions about the respondents’ bilingualism experience. Respondents had a wide range of language experiences: there were 89 monolingual English speakers, 98 bilinguals, 110 respondents knew three languages or more, all with a wide range of abilities in their languages. In the full group, younger respondents were more satisfied with their social life, and respondents with many languages were more satisfied with their social life than respondents with few languages. In the multilingual group, younger respondents were more satisfied with their social life, and the more skilled in their third language the more satisfied with their social life. This is the first study describing the language history and social experiences of a large group of bilingual and multilingual autistic adults. It highlights how autistic people can encounter a new language, learn it and use it in their daily life, and how their bilingualism experiences shape their social life.
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Barkhuizen, Gary. "Narrative research in language teaching and learning." Language Teaching 47, no. 4 (2014): 450–66. http://dx.doi.org/10.1017/s0261444814000172.
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Narrative research in language teaching and learning (LTL) is concerned with the stories teachers and learners tell about their lived and imagined experiences. Teachers typically tell about their professional development and their practices, and learners about their experiences of learning and using languages. What stories are, and indeed what narrative research is, however, remains far from agreed upon in LTL research. There is no single, all-encompassing definition of narrative (research), probably because the same situation exists in other disciplines from which empirical work in LTL draws its theoretical and methodological assumptions and approaches. Stanley & Temple (2008: 276), for example, say that generally there is ‘little shared sense of core concerns, of approach, and even of what narrative is seen as’. In LTL, narrative, whether as text/artefact, method of analysis, or both, has become a popular catchall term for much activity in qualitative, interpretive research which focuses on the experiences of research participants. In other words, it has been appropriated by researchers who exhibit varying degrees of epistemological commitment to narrative, and this is evident in the design and reporting of their research.
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Khadka, Krishna Kumari. "Balancing Professional Life and Motherhood: Lived Experiences of Female English Language Teachers in Nepal." Rupantaran: A Multidisciplinary Journal 4, no. 1 (2020): 100–111. http://dx.doi.org/10.3126/rupantaran.v4i1.34195.
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Professional mothers’ responsibility regarding motherhood and a professional life management is highly confronted with gender roles whether to quit or continue the job. Understanding about the intersection between motherhood and professional life helps to navigate and negotiate the dual roles. This phenomenological study is based on qualitative method, which explores how female English language teachers are able to maintain their social and professional identity in Nepal. In this research I analyze the experiences of three secondary level female English language teachers with a focus on dual roles, multiple coping strategies and gender issues on its center. The study reveals that, balancing motherhood and professionalism as female teachers have a lot of challenges which results the incompatibility on both roles. The sensitive nature of job and inflexible and monotonous duties at home made female teachers impossible to undertake their duties perfectly at schools and at home vice –versa. Such role becomes tougher to them due to multilingual environment in the classrooms. This study can be the trajectory bridge to the professional women to get some ideas to balance motherhood and their professional lives.
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Bhattacharyya, Pallabi, Sally Ogoe, Annette Riziki, and Lori Wilkinson. "In search of a “home”: Comparing the housing challenges experienced by recently arrived Yazidi and Syrian refugees in Canada." Applied Psycholinguistics 41, no. 6 (2020): 1415–36. http://dx.doi.org/10.1017/s0142716420000478.
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AbstractHousing that is affordable and appropriate is a necessity for successful integration for all newcomers. It is not uncommon for newcomers to Canada to report difficulties finding suitable, safe, and affordable housing for their families. For refugees, however, the challenges are sometimes greater. Settlement organizations and refugee sponsors experience various challenges in accommodating families with large numbers of children, but as our research shows, refugee groups have differing needs based on their culture, family composition, and experience of trauma. Using data collected from two recent studies, we identify and compare the housing needs of two newly arrived groups of refugees to Canada: Syrians and Yazidis from northern Iraq. All participants in our study have lived in Canada for 2 years or less and currently live in Alberta, Saskatchewan, Manitoba, or Ontario. Data was collected either by face-to-face surveys (with Syrian participants) or unstructured interviews (with Yazidi women) conducted in Arabic, Kurmanji, or English. We discuss their experiences of living in resettlement centers and their transition to independent housing. In addition, we discuss how family composition and previous trauma influence their housing experiences with special attention to how increasing agency increases satisfaction with housing.
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Torepe, Toni K., and Richard F. Manning. "Cultural Taxation: The Experiences of Māori Teachers in the Waitaha (Canterbury) Province of New Zealand and their Relevance for Similar Australian Research." Australian Journal of Indigenous Education 47, no. 2 (2017): 109–19. http://dx.doi.org/10.1017/jie.2017.20.
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This article draws on data from a research study (Torepe, 2011) that investigated the lived experiences of six Māori teachers who recently graduated from the Hōaka Pounamu (Graduate Diploma in Immersion and Bilingual Teaching) course at the University of Canterbury, New Zealand. The primary objective was to gain a deeper understanding of the lived experiences and various challenges confronting this group of experienced Māori language teachers working in English-medium, state-funded schools. This article describes the qualitative research methodology that was underpinned by a Kaupapa Māori narrative research philosophy. It then explains why the study's findings support and strengthen those of previous studies conducted in Australia. Most notably, they draw attention to the concept of cultural taxation and the Crown's principles for action on the Treaty of Waitangi. Given the large number of Māori children attending Australian schools and similar challenges confronting Indigenous Australian teachers, this research will be of interest to an Australian audience.
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Taverna, Licia. "How do histories of survival begin? The incipit as a strategic place of the inexpressible." Sign Systems Studies 34, no. 2 (2006): 417–40. http://dx.doi.org/10.12697/sss.2006.34.2.08.
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I analyse here some histories of people who lived in concentration camps and told their experiences: De Gaulle Anthonioz (La Traversée de la nuit), Geoffroy (Au temps des crématoires…), Semprun (L’Écriture ou la vie). These histories represent the lives of survivors, but they are also a form of literary expression with a narrative structure that codifies a genre. More particularly, I focus the attention on the incipit, a strategic place in which some of the specific features of the global meaning and structural organization of the whole text can be seized. My hypothesis is that in histories of survival, already in the incipit, the authors strive to convey the emblematic value of their history: an extreme and traumatic experience which is difficult to express. The analysis of these incipit shows that experiences related to concentration camps, to be expressed, need an elaborated message and that an artistic aim can contribute to the representation of these experiences. From the structural viewpoint, histories of survival amplify a dichotomy existing in several literary genres and currents: ‘external reference’ and ‘internal organization’, mimetic ‘truth’ and narrative ‘structure’, ‘reality’ and ‘convention’, ‘experience’ and ‘narration’. In my opinion, histories of survival solve these oppositions by reconciling some contraries through the use of oxymora. Even narratives structures or key figures such as the author, the narrator, the observer, the witness and so on, tend to become oxymora. The study of these features (and combination) is pertinent for anthropology (by seizing facts thanks to elaborated ‘ways of uttering’ authors often redefine forms of humanity) and for semiotics (any form of expression, even if original, has to be collectively shared and based on a system of signs). In my opinion, a joint semiotic and anthropological approach can help analysing histories of survival as a ‘literary genre’ and as a ‘historical tragic phenomenon’.
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Wilson, Amanda, and M. Martha Lengeling. "Language Learning in the Time of COVID-19: ELT Students’ Narrated Experiences in Guided Reflective Journals." Íkala 26, no. 3 (2021): 571–85. http://dx.doi.org/10.17533/udea.ikala.v26n3a06.
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This article presents the results of a qualitative study of the lived experiences and emotional responses regarding language learning of 29 students in a bachelor's degree in English language teaching (elt) offered at a public university in central Mexico. The study was grounded in sociocultural theory and was carried out at a time when the students' classes changed overnight to online learning due to the worldwide covid-19 pandemic. In this program, students learn a foreign language within a theoretical framework of second language acquisition (sla) and document their language learning experience (lle) through reflective journals. One month into the new online modality, they were asked to write in their journals about a historical artifact that would represent their experience during the pandemic for a historian 100 years in the future. A constant comparative method of analysis of their narrated stories reveals the challenges faced and ensuing emotions: from overwhelming anxiety to youthful optimism. These results provide an appreciation of students’ complex emotions regarding their language learning process while in the midst of a worldwide pandemic and highlight the importance of creating activities that promote reflection.
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Baker-Bell, April. "For Loretta: A Black Woman Literacy Scholar’s Journey to Prioritizing Self-Preservation and Black Feminist–Womanist Storytelling." Journal of Literacy Research 49, no. 4 (2017): 526–43. http://dx.doi.org/10.1177/1086296x17733092.
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In this article, I used Black feminist–womanist storytelling to weave together stories from my childhood and early years on the tenure track to illuminate how Black female language and literacy practices and the strongblackwoman trope develop across a life span. Through these stories, I illustrate how I existed, resisted, and persisted during my first 3 years on the tenure track as a Black woman and emerging language and literacy scholar with a family. This research is significant as scholarship that centers Black women literacy researchers’ lived experiences is missing from the field. As such, this work contributes to presenting a fuller narrative of Black women literacy researchers’ experiences and working lives within and beyond the academy. This research also expands the field’s knowledge of what counts as literacy research by understanding the complex racial and gendered life span literacies of a literacy researcher of color. It is important for institutions and organizations to consider the knowledge, experiences, and stories I include in this article as recommendations to sustain Black women in academic spaces and shift the culture of academia to better support Black women’s work and journeys.
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Murray, Garold L., and Deborah J. Bollinger. "Developing Cross-Cultural Awareness: Learning Through the Experiences of Others." TESL Canada Journal 19, no. 1 (2001): 62. http://dx.doi.org/10.18806/tesl.v19i1.920.
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This article offers communicative activities designed to enhance the cross-cultural awareness of Japanese university students whose language levels range from beginner to intermediate. Facilitating the development of cross-cultural awareness of foreign language students who have never lived in another culture or even visited one can be problematic. Although many educators have responded to the challenge with a knowledge-based approach, a recent study suggests a syllabus that emphasizes constructivist, process-oriented tasks would be more effective. In their efforts to implement the latter approach, the authors have devised activities that range from student-generated interviews of a guest speaker and e-mail exchanges with target language speakers to amini-video ethnography project that focuses on the cross-cultural experiences of others. The article outlines these activities and concludes with a brief evaluation of their effectiveness based on the learners' reactions.