Power Claims in ESL Reflections on an Intergenerational Intercultural Service Learning Project
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초록
The present study investigated power claims in weekly reports written by the ESL students who participated in an intergenerational intercultural service learning project at an assisted-living facility in a rural Mid-West city in the US. The language learners joined the “grandparents” once a week for approximately ninety minutes at the facility. On weekly average, more than ten ESL participants and more than ten “grandparent” residents participated in the project each semester from 2009 to 2010. The former were required to submit a weekly free-writing reflection after each visit. Approximately 200 reflections were compiled for three semesters. Although interaction-oriented activities and tasks were loosely structured according to such sources as Stafford-Yilmaz (1998) and Wallwork (1997), actually generated discourses between the conversational pairs or parties significantly varied as they claimed (or lack thereof) cultural expertise. Qualitatively-oriented postlinguistic analysis illustrated that three patterns of power claims in such intergenerational intercultural exchanges emerged. First, they constructed increasing expertise over the target language and culture. Second, they claimed reflexive expertise (or lack thereof) in their own culture. Last, their critical stances made institutional and societal power claims (Fairclough 1989) over the activities at the institutional level and over the institution at the societal level. These patterns demonstrated that power was dynamically, transiently, and interculturally claimed for, refused, challenged, and negotiated in the ESL reflections on the intergenerational intercultural service leaning project.
Abstract
The present study investigated power claims in weekly reports written by the ESL students who participated in an intergenerational intercultural service learning project at an assisted-living facility in a rural Mid-West city in the US. The language learners joined the “grandparents” once a week for approximately ninety minutes at the facility. On weekly average, more than ten ESL participants and more than ten “grandparent” residents participated in the project each semester from 2009 to 2010. The former were required to submit a weekly free-writing reflection after each visit. Approximately 200 reflections were compiled for three semesters. Although interaction-oriented activities and tasks were loosely structured according to such sources as Stafford-Yilmaz (1998) and Wallwork (1997), actually generated discourses between the conversational pairs or parties significantly varied as they claimed (or lack thereof) cultural expertise. Qualitatively-oriented postlinguistic analysis illustrated that three patterns of power claims in such intergenerational intercultural exchanges emerged. First, they constructed increasing expertise over the target language and culture. Second, they claimed reflexive expertise (or lack thereof) in their own culture. Last, their critical stances made institutional and societal power claims (Fairclough 1989) over the activities at the institutional level and over the institution at the societal level. These patterns demonstrated that power was dynamically, transiently, and interculturally claimed for, refused, challenged, and negotiated in the ESL reflections on the intergenerational intercultural service leaning project.
참고문헌 (22)
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