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Narratives of second language identity amongst young English learners in Hong Kong.

Narratives of second language identity amongst young English learners in Hong Kong.

 Besser, Sharon.
 2014.
 p. 299-309. Oxford University Press. English ISSN: 09510893
Ngôn ngữTeaching English.Primary schools.Hong Kong.
Tác giả CN Besser, Sharon.
Nhan đề Narratives of second language identity amongst young English learners in Hong Kong./ Sharon Besser and Alice Chik.
Thông tin xuất bản 2014.
Mô tả vật lý p. 299-309.
Tùng thư Oxford University Press.
Tóm tắt This article reports on an exploratory study responding to the problem of understanding how young learners position themselves as speakers of a foreign language. A group of 24 Hong Kong primary-school children (ages 10–12) who are in the process of simultaneously learning English and developing narratives of identities as English speakers, participated in a photo-elicitation project. Two distinct narratives of identity were found. ‘Cosmopolitans’ seemed to draw on multiple resources, largely based on their access to the social and economic benefits of using a great variety of English learning opportunities and popular culture media. ‘Pragmatists’ had fewer resources and were more uncertain about their future learning opportunities. This study demonstrates the importance of considering how educational policy, cultural values, and distribution of resources may impact on young learners studying in similar contexts. Implications are explored and suggestions made for ways teachers can support and foster identity development.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Học tập-Tiếng Anh-TVĐHHN
Từ khóa tự do Teaching English.
Từ khóa tự do Primary schools.
Từ khóa tự do Hong Kong.
Tác giả(bs) CN Chik, Alice.
Nguồn trích ELT journal.- 2014, Vol. 68, No. 3.
MARC
Hiển thị đầy đủ trường & trường con
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100[1 ] |a Besser, Sharon.
245[1 0] |a Narratives of second language identity amongst young English learners in Hong Kong./ |c Sharon Besser and Alice Chik.
260[ ] |c 2014.
300[ ] |a p. 299-309.
362[0 ] |a Vol. 68, No. 3 (July. 2014)
490[ ] |a Oxford University Press.
520[ ] |a This article reports on an exploratory study responding to the problem of understanding how young learners position themselves as speakers of a foreign language. A group of 24 Hong Kong primary-school children (ages 10–12) who are in the process of simultaneously learning English and developing narratives of identities as English speakers, participated in a photo-elicitation project. Two distinct narratives of identity were found. ‘Cosmopolitans’ seemed to draw on multiple resources, largely based on their access to the social and economic benefits of using a great variety of English learning opportunities and popular culture media. ‘Pragmatists’ had fewer resources and were more uncertain about their future learning opportunities. This study demonstrates the importance of considering how educational policy, cultural values, and distribution of resources may impact on young learners studying in similar contexts. Implications are explored and suggestions made for ways teachers can support and foster identity development.
650[1 7] |a Ngôn ngữ |x Giảng dạy |x Học tập |z Tiếng Anh |2 TVĐHHN
653[0 ] |a Teaching English.
653[0 ] |a Primary schools.
653[0 ] |a Hong Kong.
700[1 ] |a Chik, Alice.
773[ ] |t ELT journal. |g 2014, Vol. 68, No. 3.
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