7. Alice Doesn’t Live Here Anymore: Foreign Language Learning and Identity Reconstruction

Kinginger, Celeste

doi:10.21832/9781853596483-010

Cited by 235 publications

(176 citation statements)

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“…With regard research into study abroad and identity, much of work has focused on the learners' struggle to position themselves within the TL community, and, as a consequence a major emphasis has been placed on ethnographic data. Studies conducted by Aveni Pellegrino (2005); Jackson (2008) and Kinginger (2004), for example, convincingly foreground the disparity between individuals' desire to construct their 'real self ' (Aveni Pellegrino 2005: 56) in the L2 and the internal and external factors which aid or prevent its construction. They likewise dispel the notion that mere physical presence within the SA context automatically gives rise to access to native speakers and consequently opportunities for input/output.…”

Section: Study Abroad 21 Study Abroad and Identitymentioning

confidence: 99%

Towards an understanding of the impact of intensity and diversity of contact with the TL during study abroad on the construction of identity

Devlin

2013

EUROSLA

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The objective of this paper is to investigate the correlation between diversity and intensity of interactions with the target language in a Study Abroad context, duration of SA and the construction of identity. In order to determine such a correlation, a two-fold study is conducted. The first stage is the completion of a highly detailed language contact profile (LCP) questionnaire. This provides extensive information regarding language learning history and is a powerful tool in illuminating the intensity and diversity of exposure to a range of loci of learning that learners experience during study abroad. Following completion of the LCP, the informants take part in two role plays which require the construction of differential identities when engaged in a speech event of asking for advice. The construction of identities then undergoes linguistic analysis in order to investigate if and how differences in the construction of compound identities are indexed. In brief, results indicate that highly-intense, symmetrical exposure to a range of loci of learning is probable only after an accumulated duration of more than one year and that only after such a period, the learner acquires agency over identity construction.

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Section: Study Abroad 21 Study Abroad and Identitymentioning

confidence: 99%

Towards an understanding of the impact of intensity and diversity of contact with the TL during study abroad on the construction of identity

Devlin

2013

EUROSLA

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“…The way in which students react to criticism of the United States can vary considerably, of course, and may depend to some extent upon whether or not they carry with them some version of the 'alternative' approach described by Gore (2005). My research suggests, however, that many American students arrive in their study abroad destinations without having given much consideration to the image of their country, or its foreign policy, in the places they visit (Kinginger 2004(Kinginger , 2008. These students may find it shocking to be confronted on these issues by host family members or peers.…”

Section: Globalization and The American Student Abroadmentioning

confidence: 89%

“…There is also the case of Louis, whose ardent interest in the academic study of the French language and of Francophone literature led him to remarkable achievement and insight. Elsewhere, I have written the story of Alice, a working class woman who risked everything for a chance at language learning and global awareness (Kinginger 2004). Together, these cases show that the erosion of study abroad as a meaningful experience, including negotiation of difference, does not touch every student in the same way.…”

Section: An Activist Stancementioning

confidence: 99%

American students abroad: Negotiation of difference?

Kinginger¹

2009

Lang. Teach.

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This paper considers the ways in which American students' active engagement in local host communities abroad is at risk. Constraining forces include the new demographics of American study abroad, prejudicial attitudes toward international education and sheltered program designs, a research enterprise committed to representing the perspectives of students primarily, and the influence of globalization on communicative practice and habits of thought. To counter these influences, the elements of an activist stance are proposed.

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“…Over the past decade analyses of life narratives have increasingly been applied in language-learning research for the rich insights such accounts provide into first person experiences (Coffey & Street, 2008;Kinginger, 2004aKinginger, , 2004bLantolf & Pavlenko, 2001;Pavlenko, 2005Pavlenko, , 2007Pavlenko & Lantolf, 2000;Shoaib & Dö rnyei, 2005). Such analyses understand individual experience to be inherently social, constructed around social processes and institutions.…”

Section: Introductionmentioning

confidence: 99%

Stories of Frenchness: becoming a Francophile

Coffey

2010

Language and Intercultural Communication

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This paper reports on life-story accounts used to gain insights into the symbolic value language learners attach to French. The concept of 'interpretative repertoires' is used to show how participants situate personal narratives in broader cultural discourses (a 'Francophile repertoire') to construct their experience of Frenchness. Data from three life narrative case studies Á British adults who have studied French to a high level Á illustrate how situated repertoires are circulated and reproduced. This type of analytical approach can extend our understanding of how engagement with 'prestige' languages such as French is inscribed in particular forms of cultural capital.Cet article examine l'analyse des récits autobiographiques pour mettre en relief les valeurs symboliques attachées à l'apprentissage de la langue française. Le concept des «répertoires interprétatifs» a été utilisé afin de montrer la façon dont les récits personnels se situent dans les discours culturels plus répandus (un «répertoire francophile») pour construire l'expérience de la francité. Des récits venant de trois études de cas (adultes d'origine Britannique ayant étudié le français jusqu'à un niveau supérieur) illustrent comment ces répertoires peuvent circuler et se reproduire dans le vécu des individus. Cette approche analytique du discours permet d'approfondir notre conception des rapports que l'on peut avoir avec les langues étrangères, d'autant plus celles comme le français dites de prestige dont la connaissance est associée à des formes de capital culturel.

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7. Alice Doesn’t Live Here Anymore: Foreign Language Learning and Identity Reconstruction

Cited by 235 publications

References 0 publications

Towards an understanding of the impact of intensity and diversity of contact with the TL during study abroad on the construction of identity

Towards an understanding of the impact of intensity and diversity of contact with the TL during study abroad on the construction of identity

American students abroad: Negotiation of difference?

Stories of Frenchness: becoming a Francophile

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