A Window on Identity: Diary Study for Understanding English Language Learners’ Identity Construction
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Suggesting that how to conceptualize a research topic (i.e., identity) is closely linked to how to study the topic (i.e., research method), this paper addresses three critical questions: 1) Conceptually, how is the notion of identity defined in this particular study? 2) Methodologically, how is a particular research method (i.e., diary study) useful for investigating the identity construction of English language learners? 3) Empirically, what does the present study reveal about the tool of diary study as a critical means for understanding English language learners’ identity construction in the context of American school? Two major findings of this qualitative case study are: first, the interactive nature of diary study made visible the subtle and gradual process of identity construction because the diary study per se served as a context in which the participants acted out their identities. Second, participants’ diaries reflected how they constructed their multiple identities through reconstructing their surrounding contexts. Further, the ways that participants selected and presented particular events for their diaries demonstrated how they understood, questioned, and negotiated their contexts and identities through the writing practice of self-narratives.
Abstract
Suggesting that how to conceptualize a research topic (i.e., identity) is closely linked to how to study the topic (i.e., research method), this paper addresses three critical questions: 1) Conceptually, how is the notion of identity defined in this particular study? 2) Methodologically, how is a particular research method (i.e., diary study) useful for investigating the identity construction of English language learners? 3) Empirically, what does the present study reveal about the tool of diary study as a critical means for understanding English language learners’ identity construction in the context of American school? Two major findings of this qualitative case study are: first, the interactive nature of diary study made visible the subtle and gradual process of identity construction because the diary study per se served as a context in which the participants acted out their identities. Second, participants’ diaries reflected how they constructed their multiple identities through reconstructing their surrounding contexts. Further, the ways that participants selected and presented particular events for their diaries demonstrated how they understood, questioned, and negotiated their contexts and identities through the writing practice of self-narratives.
참고문헌 (45)
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