NARRATING STUDENTS’ IDENTITY TO PROMOTE CRITICAL LANGUAGE AWARENESS
Keywords:
Critical Language Awareness, Personal Identity, Social Identity, Narrative Inquiry
Abstract
This paper explores the use of students’ narration of their personal and social identity to build their sensitivity towards the language form, use, and context in pedagogical arena. It shows how the students construct their multiple identities when they revealed a simple part of their own life history trajectories in one particular time and how these identities are transformed or conserved as they enter a new discourse community. A narrative analysis is employed to document the students’ identification and negotiation of meaning as a social process in identity formation. The stories reveal three emerging themes showing students’ raising critical language awareness; a strong ethnical identity of Silvani, a Sundanese-Javanese child growing as Betawinese living in Sundanese environment, realising Sonny’s use of code-mixing in many inappropriate contexts, and considering self-belief in Barley’s classroom interaction.
References
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Akinsanya, A., & Bach, C. (2014). Narrative Analysis: The Personal Experience Narrative Approach. In ASEE 2014 Zone I Conference.
Azlan, N. M. N. I., & Narasuman, S. (2013). The role of code-switching as a communicative tool in an ESL teacher education classroom. Procedia-Social and Behavioral Sciences, 90, 458-467.
Berger, A. A. (1997). Narratives in popular culture, media, and everyday life. Sage.
Bourdieu, P. (1991). Language and symbolic power. Harvard University Press.
Brice, A. (2000). Code switching and code mixing in the ESL classroom: A study of pragmatic and syntactic features. Advances in speech language pathology, 2(1), 19-28.
Caner, H. A., & Tertemiz, N. I. (2015). Beliefs, attitudes and classroom management: A study on prospective teachers. Procedia-Social and Behavioral Sciences, 186, 155-160.
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Fairclough, N. (2014). Critical language awareness. Routledge.
Foucault, M. (1970). The Order of Things... Transl.
Gee, J. P. (2004). An introduction to discourse analysis: Theory and method. Routledge.
Holliday, A., Hyde, M., & Kullman, J. (2004). Intercultural communication: An advanced reader.
Janks, H. (1999). Critical language awareness journals and student identities. Language Awareness, 8(2), 111-122.
Kim, Young-Chul, and Glenn C. Loury. (2019). "To be, or not to be: Stereotypes, identity choice and group inequality." Journal of Public Economics 174: 36-52.
Kouassi, Jerome. (2017). Examining the Educationa Values of Critical Language Awareness from Aristotelian Perspective. 4(6). 180-196.
Kulaksız, E. (2015). To what extent does culture create language learning in terms of proxemics?. Procedia-Social and Behavioral Sciences, 199, 695-703.
Males, T. (2000). What Is Critical in Critical Language Awareness? Language Awareness, 9(3), 147-159.
Mokhtarnia, S. (2011). Language education in Iran: A dialogue between cultures or a clash of identities. Procedia-Social and Behavioral Sciences, 15, 1998-2002.
Nordin, N. M., Ali, F. D. R., Zubir, S. I. S. S., & Sadjirin, R. (2013). ESL learners reactions towards code switching in classroom settings. Procedia-Social and Behavioral Sciences, 90, 478-487.
Özyıldırım, I. (2009). Narrative analysis: An analysis of oral and written strategies in personal experience narratives. Journal of pragmatics, 41(6), 1209-1222.
Reyes, I. (2004). Functions of code switching in schoolchildren's conversations. Bilingual Research Journal, 28(1), 77-98.
Riley, P. (2007). Language, culture and identity: An ethnolinguistic perspective. A&C Black.
Savignon, S. J. & Sysoyev, P. V. (2002). Socio-cultural strategies for a dialogue of cultures. The Modern Language Journal, 85, 508-524.
Sert, O. (2005). The Functions of Code-Switching in ELT Classrooms. Online Submission, 11(8).
Smaldino, P. E. (2017). Social identity and cooperation in cultural evolution. Behavioural processes, 108-116.
Stets, J. E., & Burke, P. J. (2000). Identity theory and social identity theory. Social psychology quarterly, 224-237.
Tsui, A. B. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. Tesol Quarterly, 41(4), 657-680.
Winkelman, M. (1994). Cultural shock and adaptation. Journal of Counseling& Development, 73(2), 121-126.
Young, J. T., Natrajan-Tyagi, R., & Platt, J. J. (2015). Identity in flux: Negotiating identity while studying abroad. Journal of Experiential Education, 38(2), 175-188
Akinsanya, A., & Bach, C. (2014). Narrative Analysis: The Personal Experience Narrative Approach. In ASEE 2014 Zone I Conference.
Azlan, N. M. N. I., & Narasuman, S. (2013). The role of code-switching as a communicative tool in an ESL teacher education classroom. Procedia-Social and Behavioral Sciences, 90, 458-467.
Berger, A. A. (1997). Narratives in popular culture, media, and everyday life. Sage.
Bourdieu, P. (1991). Language and symbolic power. Harvard University Press.
Brice, A. (2000). Code switching and code mixing in the ESL classroom: A study of pragmatic and syntactic features. Advances in speech language pathology, 2(1), 19-28.
Caner, H. A., & Tertemiz, N. I. (2015). Beliefs, attitudes and classroom management: A study on prospective teachers. Procedia-Social and Behavioral Sciences, 186, 155-160.
Cheng, L. R., & Butler, K. (1989). Code‐switching: a natural phenomenon vs language ‘deficiency’. World Englishes, 8(3), 293-309.
Donmall, B. G. (1985). Language Awareness. National Congress on Languages in Education Assembly (4th, York, England, July 1984). NCLE Papers and Reports 6.
Fairclough, N. (2014). Critical language awareness. Routledge.
Foucault, M. (1970). The Order of Things... Transl.
Gee, J. P. (2004). An introduction to discourse analysis: Theory and method. Routledge.
Holliday, A., Hyde, M., & Kullman, J. (2004). Intercultural communication: An advanced reader.
Janks, H. (1999). Critical language awareness journals and student identities. Language Awareness, 8(2), 111-122.
Kim, Young-Chul, and Glenn C. Loury. (2019). "To be, or not to be: Stereotypes, identity choice and group inequality." Journal of Public Economics 174: 36-52.
Kouassi, Jerome. (2017). Examining the Educationa Values of Critical Language Awareness from Aristotelian Perspective. 4(6). 180-196.
Kulaksız, E. (2015). To what extent does culture create language learning in terms of proxemics?. Procedia-Social and Behavioral Sciences, 199, 695-703.
Males, T. (2000). What Is Critical in Critical Language Awareness? Language Awareness, 9(3), 147-159.
Mokhtarnia, S. (2011). Language education in Iran: A dialogue between cultures or a clash of identities. Procedia-Social and Behavioral Sciences, 15, 1998-2002.
Nordin, N. M., Ali, F. D. R., Zubir, S. I. S. S., & Sadjirin, R. (2013). ESL learners reactions towards code switching in classroom settings. Procedia-Social and Behavioral Sciences, 90, 478-487.
Özyıldırım, I. (2009). Narrative analysis: An analysis of oral and written strategies in personal experience narratives. Journal of pragmatics, 41(6), 1209-1222.
Reyes, I. (2004). Functions of code switching in schoolchildren's conversations. Bilingual Research Journal, 28(1), 77-98.
Riley, P. (2007). Language, culture and identity: An ethnolinguistic perspective. A&C Black.
Savignon, S. J. & Sysoyev, P. V. (2002). Socio-cultural strategies for a dialogue of cultures. The Modern Language Journal, 85, 508-524.
Sert, O. (2005). The Functions of Code-Switching in ELT Classrooms. Online Submission, 11(8).
Smaldino, P. E. (2017). Social identity and cooperation in cultural evolution. Behavioural processes, 108-116.
Stets, J. E., & Burke, P. J. (2000). Identity theory and social identity theory. Social psychology quarterly, 224-237.
Tsui, A. B. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. Tesol Quarterly, 41(4), 657-680.
Winkelman, M. (1994). Cultural shock and adaptation. Journal of Counseling& Development, 73(2), 121-126.
Young, J. T., Natrajan-Tyagi, R., & Platt, J. J. (2015). Identity in flux: Negotiating identity while studying abroad. Journal of Experiential Education, 38(2), 175-188
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Published
2019-05-31
How to Cite
Arini Nurul Hidayati, Bilal Mohnawawi, & Rizal Ramdhani. (2019). NARRATING STUDENTS’ IDENTITY TO PROMOTE CRITICAL LANGUAGE AWARENESS. Getsempena English Education Journal , 6(1), 23-33. https://doi.org/10.46244/geej.v6i1.860
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