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ERIC Number: ED481795
Record Type: Non-Journal
Publication Date: 2003
Pages: 42
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Identity, Deficiency, and First Language Use in Foreign Language Education.
Belz, Julie A.
This chapter provides theoretical argumentation and pedagogical suggestions for legitimizing and capitalizing on first and/or multiple language use in foreign language education. Recent research asserts that foreign language study is intimately bound to issues of learner identity formation, contestation, and transitioning. This chapter assumes that use of a particular linguistic code can represent a particular identity; thus, the use of more than one language may function as the representation of multiple speaker identities. It critically examines the pervasive association of first language (L1) and/or multiple language use in foreign language learning with language learner deficiency. First, it exemplifies the linguistic construction of learners as deficient communicators in a segment of the received narratives of SLA and FLT. Next, it discusses the most prevalent views on L1 use in SLA and FLT research. It examines the perspectives of EFL/ESL professionals on L1 use, illustrating how some language teachers link this practice to learner deficiency. It also analyzes multilingual learner utterances and relates them to advanced L2 competence and learner identities. These data were produced by third-year learners of German in response to their classroom engagement with bi- or multilingual literary texts. Finally, it presents pedagogical suggestions for working with bilingual and multilingual literary texts in foreign language classrooms. (Contains 106 references.) (SM)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A