Language Arts

Download e-book for kindle: Beliefs, Agency and Identity in Foreign Language Learning by Paula Kalaja, Ana Maria F. Barcelos, Mari Aro, Maria

By Paula Kalaja, Ana Maria F. Barcelos, Mari Aro, Maria Ruohotie-Lyhty

This booklet explores the phenomena of believing (or giving own meanings), performing, and opting for (or identification construction), and the interconnectedness of those phenomena within the studying and instructing of English and different overseas languages.

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Extra resources for Beliefs, Agency and Identity in Foreign Language Learning and Teaching

Sample text

The various voices with which individuals come into contact result in a knowledge reservoir that is multivoiced, or polyphonic. Certain voices are privileged (see Wertsch, 1991) in the social community – they are more frequently repeated and more highly regarded – while others are marginalized or even silenced. This has consequences for the individuals’ knowledge reservoirs, too: frequently repeated and therefore frequently heard viewpoints may for example be more easily verbalizable than marginalized viewpoints.

Authority Versus Experience Matti: MA: Matti: 37 Well yes, it is somehow different because one has to s ... for example say to others and in maths one gets to decide by oneself what the answer is. In English everything has to be sort of correct, like in maths too. No onks englannin opiskelu sun mielestä erilaista ku vaikka matikan opiskelu? No on se nii, jotenki erilaista ku, joutuu s- vaikka sanomaan toisille ja matikassa saa ite päättää mikä, mikä on vastaus. Englannissa pitää olla kaikki niinku oikee, niinku matikassaki.

New experiences make individuals reevaluate ideologies: do they still work, do they ring true to experience, or is a change needed? The process of development is pushed forward by dialogue with other people and the environment, and it is never complete. 2 Previous studies This study focuses on the beliefs of language learners. The data are longitudinal, and most of the data were collected when the participants were children. Children have, thus far, been underrepresented in studies on foreign language learning and teaching.

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