Este trabajo fundamentalmente cualitativo explora la interrelación entre disfemia, ansiedad en una lengua extranjera (ALE), y aprendizaje de inglés para identificar las áreas de mayor dificultad de aprendizaje en estudiantes disfémicos adolescentes y adultos españoles aprendices de esta lengua. De una muestra de treinta y dos alumnos, dieciséis con disfemia (ACD) y dieciséis sin disfemia (ASD), se analizaron entrevistas realizadas con los primeros, y se compararon sus respuestas con las de los ASD a dos escalas de ALE. Los resultados indican que la disfemia y la ALE afectan al aprendizaje lingüístico de los ACD negativamente, provocando el rechazo de su identidad lingüística. La lectura en voz alta y la interacción oral frente al profesor y el grupo clase fueron las áreas más problemáticas con niveles de ALE significativamente mayores en ACD. Ello subraya la necesidad de implementar prácticas pedagógicas que reduzcan la ALE de estos estudiantes y refuercen su auto-concepto.
Palabras claveDisfemia, ansiedad en una lengua extranjera (ALE), aprendizaje y enseñanza del inglés como lengua extranjera, destrezas lingüísticas.
The present study focuses on the analysis of identity in digital texts of identity produced by English as a foreign language (EFL) students. The general aim of this study is to promote the use of these texts as a strategy of the teaching for linguistic transfer and academic expertise approach (Cummins, 2001, 2005b, 2006) and the reinforcement of the family-school relationship (Coll & Falsafi, 2010). Identity texts enable students to build and evaluate their identities, so that they become aware of who they are as language learners, consolidating the different positions that shape their identities, establishing relationships with identities of competence they desire, and rejecting negative positions that silence them when communicating in the target language. This promotes the development of their cognitive and academic language proficiency skills (CALPS) and, in the case of digital texts of identity, their digital competence. For this study, a total of 51 digital texts of identity were collected and analyzed following a ‛positioning' perspective (Davies & Harré, 1990) that was combined with thematic and dialogic/performative analysis (Block, 2010), and a descriptive quantitative approach. Results illustrate a balance in the presence of reflexive and interactive positioning in the texts, with the former emerging through different subject positions that were occasionally opposed, and were enacted through descriptive and justifying acts, and the latter adopting the form of direct and indirect interactions with the viewer.
This study explores learner identity (LI) in digital texts of identity (DTI) produced by college learners in English as a foreign language (EFL). In so doing, it aims to shed light on learners’ connections of their learning experiences across time and settings, and their impact on the various learner identities that form their LI. It also intends to elucidate how learners construct powerful learner identities in and through their digital discourses. To this end, 51 DTI were collected and scrutinized, following studies on LI, critical and poststructuralist discourse analysis, and “thematic” and “dialogic/performative” analysis within narrative research. Learners established connections between their family and daily life spaces, school, and the foreign language community that account for, and shape their construction of their identities as learners in general, and language learners in particular. Students also empowered themselves by identifying with an intercultural speaker, using authority claims, and, in general, enhancing their authoritativeness in and through their texts. These findings underscore the potential of DTI to reinforce learners’ identities, and create more equitable learning spaces.
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