Language, Identity, and Emotionality: Exploring the Potential of Language Portraits in Preparing Teachers for Diverse Learners

Lau, Sunny Man Chu

doi:10.1080/1547688x.2015.1062583

Cited by 25 publications

(10 citation statements)

References 19 publications

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“…I gave each participant a language portrait drawing task (Figure 1), based on a template (see Appendix 1) by Kusters and De Meulder (2019). Language portraits are an effective method (Coffey, 2015;Kusters & De Meulder, 2019;Lau, 2016) to allow learners to construct pictograms of their language profile, potentially including colours representing flags and associated emotions; foreground and background illustrations to represent exterior elements in their language profile, and focus on body parts to represent how each part of the body may play a role in the languages they speak and understand. This tool is an effective method in understanding learner identities (Kusters & De Meulder, 2019) and allows students to reflect on who they are as learners in order to aid discussion while participating in 10-to 20-minute interviews.…”

Section: Context Of the Researchmentioning

confidence: 99%

The Other Third Culture Kids: EAL Learners' Views OnSelf‐Identity, Home Culture, And Community In International Schools

Spencer

2022

TESOL Journal

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This article aims to develop a better understanding of the dynamic identity of third culture kids (TCKs) who study English as an additional language (EAL) in an international secondary school in Ukraine. The research focuses on the internal forces of home culture and self‐perceived identities as well as the external forces of the school community and the classroom that influence EAL learners in their language acquisition. The article draws on qualitative data from interviews with individual EAL learners. The interviews investigated how EAL learners see themselves in terms of an EAL identity, how social status and community influence EAL learners, and how the home language and culture are influential in the language classroom. As a result of these data, the discussion focuses on the disconnect between the internal and the external forces that TCK EAL learners experience. The article concludes that more integrated collaboration between EAL and mainstream teachers would foster greater understanding of the internal forces and cultural capital TCK EAL learners bring with them to ensure more effective language learning in the external force of the language classroom. The authors conclude with recommendations for further steps.

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Section: Context Of the Researchmentioning

confidence: 99%

The Other Third Culture Kids: EAL Learners' Views OnSelf‐Identity, Home Culture, And Community In International Schools

Spencer

2022

TESOL Journal

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“…This will bring desired reality to the educational policy-making which heightens the appeal of the curriculum to the ESL students and consequently ensures more engagement and better second/foreign language acquisition for them (Tomlinson, 2011). Understanding our students' socio-emotions, thus, may open up the opportunity for TESOL educators to recognise ESL immigrants' learning challenges, as it may help teachers and policymakers understand multiple desires, emotions, traumas, psychological, and mental issues embedded within their multiple ways of learning, being, and speaking (Lau, 2016).…”

Section: The Educational Implications Of Translanguaging and Emotiona...mentioning

confidence: 99%

Translanguaging, Emotionality, and English as a Second Language Immigrants: Mongolian Background Women in Australia

Dovchin

2021

TESOL Quarterly

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Drawing on the translanguaging practices of Mongolian background English as a Second Language (ESL) immigrant women in Australia, this paper points out two main theoretical points: (1) when translanguaging moves beyond the classroom, it may provide ESL immigrants with an emotionally and linguistically safe space where they feel comfortable in managing their negative emotions through employing multiple entangled layers of linguistic and paralinguistic resources; (2) translanguaging data further presents that these ESL immigrants are deeply emotional and are prone to depression, putting their mental well-being in jeopardy. As a result of their depression, their academic concentration is inhibited, as is their ability to learn English well or easily. We, as TESOL educators, therefore, need to consider two critical educational implications: (1) how ESL immigrant students use different linguistic repertoires outside the classroom, what they talk about, and which emotions they prefer to express in which forms of their linguistic repertoire; and their multiple emotions, traumas and psychological issues embedded within their multiple ways of learning, being, and speaking; (2) consolidate appropriate interventions aimed at reducing depressive symptoms that have the potential to negatively impact academic performance existing in L2 sociocultural contexts.

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“…Finally, Language Portraits, a multimodal autobiographic method (Krum & Jenkins 2001) also inspired the tasks in this study and was used as source material for data collection. These portraits have been previously used in language classrooms in Canada with both children (Prasad 2014) and adults (Lau 2016) in mapping learners' linguistic and cultural repertoires. Modifications to better represent the context and suit participants' age and interests were made.…”

Section: Plurilingual Instructionmentioning

confidence: 99%

“The moment I realized I am plurilingual”: Plurilingual tasks for creative representations in EAP at a Canadian university

Galante

2019

Applied Linguistics Review

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In many urban settings across the globe, English for Academic Purposes (EAP) classes are inherently multilingual and provide unique possibilities to explore a wealth of languages and cultures as well as the interactions among them. Although the field of applied linguistics has historically followed monolingual ideologies, a plurilingual approach in EAP can provide insights into language practices that are situated, creative and contextualized. Raising students’ awareness of their own plurilingual and pluricultural repertoire is key to preparing them to make mindful decisions about culture and language use in real-life situations; plurilingual instruction incudes translanguaging, validating plurilingual identities, as well as understanding pluriculturalism, all of which can open up possibilities for creativity in culture and language use. While research shows plurilingual-inspired pedagogies can benefit language learning, little is known about the extent to which they can enhance creative representations of language and culture. This article reports results from a study on the effects of plurilingual instruction on creativity in an EAP program. Seven EAP instructors delivered plurilingual tasks to adult students at a Canadian university. Data from demographic questionnaires, Language Portraits, student diaries (N=28), and classroom observations (N=21) were qualitatively analyzed and triangulated. Results suggest that the use of plurilingual tasks afforded a heightened awareness of plurilingual/pluricultural identity and validated the creative use of linguistic and cultural resources, including translanguaging. Suggestions for the inclusion of creative data collection instruments and plurilingual instruction in applied linguistics classroom research are made.

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Language, Identity, and Emotionality: Exploring the Potential of Language Portraits in Preparing Teachers for Diverse Learners

Cited by 25 publications

References 19 publications

The Other Third Culture Kids: EAL Learners' Views OnSelf‐Identity, Home Culture, And Community In International Schools

The Other Third Culture Kids: EAL Learners' Views OnSelf‐Identity, Home Culture, And Community In International Schools

Translanguaging, Emotionality, and English as a Second Language Immigrants: Mongolian Background Women in Australia

“The moment I realized I am plurilingual”: Plurilingual tasks for creative representations in EAP at a Canadian university

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