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

2021 ◽  
Vol 23 ◽  
pp. 59-78
Author(s):  
María Paula Campos Campos ◽  
Stephany Garzón Roa ◽  
María Paula Méndez ◽  
Jairo Enrique Castañeda Trujillo
Keyword(s):  
United States ◽  
Foreign Language ◽  
The United States ◽  
Foreign Language Teaching ◽  
Linguistic Features ◽  
Linguistic Identity ◽  
Language Structure ◽  
Intercultural Exchange ◽  
Personal Experiences ◽  
Diverse Cultures

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.

The Mote and the Beam

PMLA ◽  
1953 ◽  
Vol 68 (1) ◽  
pp. 30-33
Author(s):  
Donald Devenish Walsh
Keyword(s):  
United States ◽  
Foreign Language ◽  
General Public ◽  
The United States ◽  
Foreign Language Teaching ◽  
Good Thing ◽  
Foreign Languages ◽  
The People ◽  
School Committees ◽  
Defective Vision

Teachers of foreign languages in the United States, it may be assumed, are convinced that foreign-language teaching is a good thing. But this conviction is not shared by all the people who do not teach foreign languages. Teachers of other subjects, principals, superintendents, school committees, and the general public do not always see eye to eye with us on this question. Their defective vision, this mote in our brother's eye, is of natural and paramount concern to us as we peer around the edge of our own smallish beam.

Sign in / Sign up

Export Citation Format

Share Document