L2 Writer Identity: A College Student’s Multiple Identities Revealed in English Compositions
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참고문헌
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초록
This case study examines diverse identities that an EFL student exhibited as she participated in a composition class at a South Korean university. The data include her writing assignments,peer reviews, final portfolio, an interview with her, and surveys as well as the course materials. The findings indicate that over the semester, the participant displayed her voice actively and invoked several identities as an English language explorer, language advice-giver, selfexpresser,and researcher. Among these identities, self-expresser and researcher emerged most frequently. The results show that EFL writers should not always be considered as deficient and in need of help, but rather as able to legitimately use English for their own purposes and to help others use English more appropriately. The findings imply that critical awareness of EFL writer identity issues is needed for teachers and students in EFL composition pedagogy. The results also suggest that L2 classes should provide students with ample opportunities to use the L2 for various communicative purposes and to reveal their multiple selves and voices. Further important pedagogical implications for L2 teachers and teacher educators as well as L2students are discussed.
Abstract
This case study examines diverse identities that an EFL student exhibited as she participated in a composition class at a South Korean university. The data include her writing assignments,peer reviews, final portfolio, an interview with her, and surveys as well as the course materials. The findings indicate that over the semester, the participant displayed her voice actively and invoked several identities as an English language explorer, language advice-giver, selfexpresser,and researcher. Among these identities, self-expresser and researcher emerged most frequently. The results show that EFL writers should not always be considered as deficient and in need of help, but rather as able to legitimately use English for their own purposes and to help others use English more appropriately. The findings imply that critical awareness of EFL writer identity issues is needed for teachers and students in EFL composition pedagogy. The results also suggest that L2 classes should provide students with ample opportunities to use the L2 for various communicative purposes and to reveal their multiple selves and voices. Further important pedagogical implications for L2 teachers and teacher educators as well as L2students are discussed.
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