Teacher Reflection and Identity – Teaching a language from within an L2 cultural identity, or teaching from within L1 culture about L2

Jane Hanson

EN

Teacher Reflection and Identity – Teaching a language from within an L2 cultural identity, or teaching from within L1 culture about L2

Abstract

Reflection is endorsed as a cognitive catalyst in teacher education (Richards, 1990). However, foreign language teacher educators know little about how reflection is utilized by student teachers in learning to teach foreign languages (Freeman & Johnson, 1998). This qualitative study used Gee's discourse analysis (2005) to examine how three foreign language student teachers used reflective journal writing to form meaningful connections between existing knowledge and events of student teaching practice. Results suggest that utilizing discourse analysis to examine the role of reflection in learning how to teach may give insights into development and function of a second language cultural identity. Keywords: reflection, journal writing, student teachers, discourse analysis, second language teaching, cultural identity.

Keywords

Teacher Reflection, Identity, Discourse Analysis

Details

Primary Language

English

Subjects

-

Journal Section

-

Authors

Jane Hanson This is me

Publication Date

July 14, 2016

Submission Date

July 14, 2016

Acceptance Date

-

Published in Issue

Year 2011 Volume: 1 Number: 1

IZ

https://izlik.org/JA72KA23WX

Cite

RIS / Bibtex

APA

Hanson, J. (2016). Teacher Reflection and Identity – Teaching a language from within an L2 cultural identity, or teaching from within L1 culture about L2. The Journal of Language Learning and Teaching, 1(1), 1-38. https://izlik.org/JA72KA23WX

AMA

1.Hanson J. Teacher Reflection and Identity – Teaching a language from within an L2 cultural identity, or teaching from within L1 culture about L2. jltl. 2016;1(1):1-38. https://izlik.org/JA72KA23WX

Chicago

Hanson, Jane. 2016. “Teacher Reflection and Identity – Teaching a Language from Within an L2 Cultural Identity, or Teaching from Within L1 Culture about L2”. The Journal of Language Learning and Teaching 1 (1): 1-38. https://izlik.org/JA72KA23WX.

EndNote

Hanson J (July 1, 2016) Teacher Reflection and Identity – Teaching a language from within an L2 cultural identity, or teaching from within L1 culture about L2. The Journal of Language Learning and Teaching 1 1 1–38.

IEEE

[1]J. Hanson, “Teacher Reflection and Identity – Teaching a language from within an L2 cultural identity, or teaching from within L1 culture about L2”, jltl, vol. 1, no. 1, pp. 1–38, July 2016, [Online]. Available: https://izlik.org/JA72KA23WX

ISNAD

Hanson, Jane. “Teacher Reflection and Identity – Teaching a Language from Within an L2 Cultural Identity, or Teaching from Within L1 Culture about L2”. The Journal of Language Learning and Teaching 1/1 (July 1, 2016): 1-38. https://izlik.org/JA72KA23WX.

JAMA

1.Hanson J. Teacher Reflection and Identity – Teaching a language from within an L2 cultural identity, or teaching from within L1 culture about L2. jltl. 2016;1:1–38.

MLA

Hanson, Jane. “Teacher Reflection and Identity – Teaching a Language from Within an L2 Cultural Identity, or Teaching from Within L1 Culture about L2”. The Journal of Language Learning and Teaching, vol. 1, no. 1, July 2016, pp. 1-38, https://izlik.org/JA72KA23WX.

Vancouver

1.Jane Hanson. Teacher Reflection and Identity – Teaching a language from within an L2 cultural identity, or teaching from within L1 culture about L2. jltl [Internet]. 2016 Jul. 1;1(1):1-38. Available from: https://izlik.org/JA72KA23WX