Language Learning Autobiographies, Identity Texts, and Critical Teacher Education

서지정보

ㆍ발행기관 : 한국영어교육학회 ㆍ수록지정보 : 영어교육 / 78권 / 1호
ㆍ저자명 : Hyunjung Shin, In Chull Jang

목차

1. INTRODUCTION
2. AUTOBIOGRAPHICAL IDENTITY TEXTS AND CRITICALPEDAGOGIES
2.1. Language Learning Autobiographies and Identity Texts
2.2. Critical Pedagogies and Identity Texts
3. THE LANGUAGE LEARNING AUTOBIOGRAPHY PROJECT
3.1. The Context and Design of Language Learning Autobiographies forPre-service Elementary School Teachers
3.2. Participants
3.3. The Collection and Analysis of Language Learning Autobiographies
4. EXPERIENCES AND IDENTITIES IN LANGUAGE LEARNINGAUTOBIOGRAPHIES
4.1. Investing in English Private Education
4.2. Self-deprecating English Competence
4.3. Valuing Agency in English Learning
5. IMPLICATIONS AND SUGGESTIONS FOR CRITICALTEACHER EDUCATION
5.1. Using Autobiographical Identity Texts to Validate L2 User’sBi/multilingual Identities and to Enhance Agency and Engagement inLanguage Learning
5.2. Using Autobiographical Identity Texts to Foster Critical LanguageAwareness to Counter Feelings of Linguistic Insecurity
6. CONCLUSION
REFERENCES

영어 초록

This paper explores possibilities of using language learning autobiographies as a form of identity texts in order to produce suggestions for critical teacher education. Specifically, we examined what insights we might gain by reframing Korean pre-service teachers’ autobiographies as a form of identity texts to develop reflective teachers, who affirm their identities and language learning histories. We thematically analyzed autobiographical reflection papers on English learning experiences of 73 undergraduate students enrolled in a compulsory elementary English education course at a public university in South Korea. The analysis revealed the predominance of referral to English private education experiences and a sense of linguistic insecurity felt by these pre-service teachers, who would later teach in public schools. Based on these findings, we provide suggestions for critical teacher education to foster critical language awareness and identity investment for the students. We conclude that language learning autobiographies, while incorporating characteristics of identity texts, might be a useful tool for critical pedagogies.

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