A Collaborative Autoethnography on Raciolinguistic Experiences and the Construction of Linguistic Identities During an Intercultural Exchange
Keywords:Au-Pair, Collaborative Autoethnography, teacher identity, Raciolinguistics, English varieties, Linguistic identity
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.
Alim, S., Rickford, J. and Ball, A. (2016) Raciolinguistic: how language shapes our ideas about race. Oxford University Press. https://lccn.loc.gov/2016018924
Brown, K., (1995) World Englishes: To Teach or Not to Teach. World Englishes, 14, 233-245. https://doi.org/10.1111/j.1467-971X.1995.tb00353.x
Budden, J. (n.d.) Role-play. Retrieved from: https://www.teachingenglish.org.uk/article/role-play
Canagarajah, S. (2013) Redefining proficiency in global English. In: Zacharias N, Manara C (eds) Contextualizing the Pedagogy of English as an International Language: Issues and Tensions. Newcastle upon Tyne: Cambridge Scholars Publishing, 2–11.
Castañeda, J. (2020). Untangling Initial English Teaching Education from Pre-service Teachers’ Collaborative Autoethnographies. In: Castañeda-Peña H. et al. Methodological uncertainties of research in ELT education I (pp. 219-239). Bogotá: Universidad Distrital Francisco José de Caldas.
Education First (2016). English Proficiency Index EPI (6th edition) Retrieved from: https://www.ef.com/__/~/media/centralefcom/epi/downloads/full-reports/v6/ef-epi-2016-spanish-euro.pdf
Education First (2019). English Proficiency Index EPI (9th edition) Retrieved from https://www.ef.edu/epi/
Ellis, C., Adams, T., Bochner, A. (2011). Autoethnography: An Overview. Forum: Qualitative Research (12)1, Art. 10.
Fiszbein, A. (2017, October 10th), Colombia y su preocupante nivel de inglés. Semana. https://www.semana.com/educacion/articulo/bilinguismo-nivel-de-ingles-en-colombia/542736/
Garside, T. (2019, May 21st) The importance of context for English teaching: experience, situation and surrounding language. The EfA Blog - TESOL. Retrieved from: https://hongkongtesol.com/blog/2019/05/importance-context-english-teaching-experience-situation-and-surrounding-language
Gibson, K. “English only court cases involving the US workplace: the myths of language use and the homogenization of bilingual workers’ identities”. Second language studies, v. 22, n. 2, 2004, p. 1-60.
Johnson, J., Lenartowicz, T. & Apud, S. (2006) Cross-cultural competence in international business: toward a definition and a model. J Int Bus Stud 37, 525–543. Retrieved from: https://doi.org/10.1057/palgrave.jibs.8400205
Kachru, Braj B. (1988) Teaching world Englishes. ERIC/CLL News Bulletin, September, 12(1).
Karakaş, A. (2017). English voices in ‘Text-to-speech tools’: representation of English users and their varieties from a World Englishes perspective. Advances in Language and Literary Studies. 8(5): 108-119. https://doi.org/10.7575/aiac.alls.v.8n.5p.108
Lemke, J. L (2002). Language development and identity: Multiple timescales in the social ecology of learning. In C. Kramsh (Ed.), Language acquisition and language socialization: Ecological perspectives (68-87). London: Continuum.
Llurda, E. & Mocanu, V. (2019). Changing teachers’ attitudes towards ELF. In Sifakis, N., Tsantila, N. (pp.175-190). English as a Lingua Franca for EFL contexts. Bristol: Multilingual matters.
Mahboob A, Dutcher, L. (2015). Dynamic approach to language proficiency – a model. In: Mahboob A, Barratt L (eds) Englishes in Multilingual Contexts: Language Variation and Education. London: Springer, 117–36.
Matsuda, Aya. (2003). Incorporating World Englishes in Teaching English as an International Language. TESOL Quarterly. 37 https://doi.org/10.2307/3588220.
Ngunjiri, F., Hernandez, K., Chang, H. (2010). Living Autoethnography: Connecting Life and Research. Journal of Research Practice, (6)1, Art. E1. http://jrp.icaap.org/index.php/jrp/article/view/241/210
Oliveras, A. (2000). Hacia la competencia intercultural en el aprendizaje de una lengua extranjera. Barcelona: Editorial Edinumen.
Rosa, J., Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46, 621-647. https://doi.org/10.1017/S0047404517000562
Rovira, Lourdes C. (2008). The Relationship between Language and Identity. The use of the home language as a human right of the immigrant remhu. Revista Interdisciplinar da Mobilidade Humana, vol. 16, núm. 31, , pp. 63- 81.
Sultana, F. (2009). Reflexivity, Positionality and Participatory Ethics: Negotiating the Fieldwork Dilemmas in Internationa Research. ACME: An International E-Journal for Critical Geographies, 6(3), 374-385.
Veronelli, G. (2015) The coloniality of language: race, expressivity, power, and the darker side of modernity. Wagadu, 13, 108-134.
How to Cite
Copyright (c) 2021 GIST – Education and Learning Research Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.