This QUAL-QUAN mixed-method study employed a sociocultural interpretive framework to describe the Language Learning Strategies used by Chinese international students at ten universities in the U.S. During phase one, we used typological and interpretive analysis to identify nine factors that influenced 15 students’ strategy use at four universities. In phase two we employed regression analysis to study the influence of these factors and two others on 117 students’ strategy use at six U.S. universities. While participation and English proficiency level predicted direct strategies like memory, cognitive and compensatory strategies, participation was identified as the sole predictor of indirect strategies, like metacognitive, affective and social strategies. Findings have implications for college administrators, faculty and students.
This article reports on an ethnographic case study of the professional identity development of Mark—an English language teacher who identified as cisgender, gay, Catholic, white, and not wealthy. Using the lenses of intersectionality (e.g., Crenshaw, 1989, 1991) and perezhivanie (Vygotsky, 1999)—“the emotional and visceral impact of lived experiences” (van de Veer & Valsiner, 1994, p. 339)—we examined the multiplicity of identities (e.g., Norton, 2017) in Mark's experiences across contexts in China and the USA. Ethnographic data included interviews, fieldnotes, classroom audio‐recordings, and other supportive data. The findings demonstrate the central mediating role of perezhivanie in allowing him to safely re‐envision identities in a given context based on prior experiences and knowledge. Mark's dynamic movement of in and out of his multiplicity of identities across contexts produced distinct perezhivanie experiences that informed the development of his identities and pedagogies within and beyond those contexts. Methodologically, our approach was enhanced by the use of photo‐elicited interviewing. This methodology allowed Mark to tap into his multiple identities, including those that were assigned to him by the local context or by a broader policy context and those that he felt comfortable to take up. We conclude with implications for research and practice that examines language teacher identities and intersectionality through perezhivanie experiences in the past and explores the relationship among them and places them in conversation with present identities and experiences.
This feature article introduces the use of photo elicitation as a reflection technique for TESOL teacher education to explore the connection between emotions and language teacher identity (LTI). In current TESOL teacher education, there is limited knowledge about how to integrate the discussion of emotions and LTI into language teacher education courses and how to engage students in this discussion intentionally and effectively. To address this gap, the authors advocate for the use of an alternative approach—photo‐elicitation—to further enrich the reflection techniques that can be used to encourage teacher candidates to discuss and construct LTI through their emotional experiences. The article includes a series of tasks that can be used in TESOL teacher education courses to engage teacher candidates in reflecting upon their emotional experiences and making the connection to their LTI construction.
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