Adversity and redemption: Learning and teaching in the language learning histories of two EFL student-teachers

Abstract

A better understanding of the multifaceted, dynamic and situated identity of the language learner stands at the center of much current SLA research. One of the main ways in which it is investigated is through the examination of autobiographical language learning histories. In an effort to better understand some of the processes which lead to a motivated, confident and successful language learner and user, this article analyzes the language learning histories of two EFL student-teachers, notable for their commitment to the learning and teaching of English. A close analysis of their narratives, focusing on thematic, stylistic and performative aspects, reveals what narrative psychologist McAdams (2006) has called "redemptive" patterns, that is, narrative structures in which hardship leads to inner growth and difficulties become "springboards" (Pals, 2006) to success. The two narrators also display a similar flexibility in their evolving self-positioning in response to the difficulties they narrate, and for both, attachment to the imagined community of Anglophone popular culture is an essential component in this process. Together, the learning experiences delineated in the accounts support the call for student-focused pedagogy, which puts emphasis on creating a positive emotional atmosphere, on the one hand, and providing rich intercultural knowledge, on the other.

“It’s impossible that there’s no connection”

“…Many studies in recent years make use of narrative research to explore the multifaceted experience of language learning (e.g., Tashma Baum, 2014Baum, , 2015Coffey, 2013;Kalaja, Menezes, & Barcelos, 2008;Kramsch, 2009;Mercer, 2013;Norton, 2013;Nunan & Choi, 2010;Pavlenko, 2001Pavlenko, , 2003Pavlenko, , 2007Tse, 2000). Despite the general surge of interest in narrative inquiry, autobiographical reasoning has received very little scholarly attention in second language acquisition.…”

Exploring Perceptions of Curriculum Change in Initial English Language Teacher Education: A Case in Argentina

“…In the bibliography we can also encounter articles which examine studentteacher situated identities (Baum, 2015), and the motivations to become ELT teachers whether in face-to-face or online programmes (Banegas & Manzur, 2014). For example, Salı (2013) investigated the perceptions of 100 trainees in their second year of training at an ELT department in one Turkish university.…”