A Collaborative Autoethnography on Raciolinguistic Experiences and the Construction of Linguistic Identities During an Intercultural Exchange

IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH GIST-Education and Learning Research Journal Pub Date : 2021-12-17 DOI:10.26817/16925777.976

María Paula Campos Campos, Stephany Garzón Roa, María Paula Méndez, Jairo Enrique Castañeda Trujillo

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引用次数: 2

Abstract

This research is a Collaborative Autoethnography based on personal experiences as Au Pairs in the United States. It aims to analyze the contributions of an intercultural exchange towards the construction of the teacher’s identity. It also seeks to analyze the current foreign language teaching practices in Colombia. We achieved more significant English teaching insights from our reflections, considering a flexible language structure, more comprehensive vocabulary, and English variety. Besides, this life-changing exposed ourselves to a target context that enriched our global notions and enhanced a new linguistic identity. Two years of living abroad made us think about a different teaching ideology founded on developing interest and sensibility for diverse cultures accepting broader linguistic features of the language. The results support the idea that educators shift those traditional strategies to more context-bound and intercultural ones to meet today’s needs and place the language as a means of co-construction of reality.

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跨文化交流中种族语言经验与语言身份建构的合作自我民族志

本研究是以在美国互惠生的个人经历为基础的协作性自我民族志。本文旨在分析跨文化交流对教师身份建构的贡献。它还试图分析当前哥伦比亚的外语教学实践。从我们的反思中，我们获得了更有意义的英语教学见解，考虑到灵活的语言结构，更全面的词汇，英语的多样性。此外，这种生活的改变使我们置身于一个目标语境中，丰富了我们的全球观念，增强了新的语言身份。两年的海外生活让我们思考了一种不同的教学理念，建立在培养对不同文化的兴趣和敏感性的基础上，接受语言更广泛的语言特征。研究结果支持这样一种观点，即教育工作者将这些传统策略转变为更受语境约束和跨文化的策略，以满足当今的需求，并将语言作为共同构建现实的手段。

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GIST-Education and Learning Research Journal EDUCATION & EDUCATIONAL RESEARCH-

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14 weeks