Identity and Intonation: Linking Dynamic Processes in an ESL Classroom  

Oleh:

Morgan, Brian

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: TESOL Quarterly (Full Text; vol 1-16 ada di JSTOR) vol. 31 no. 3 (Sep. 1997), page 431-450.
Fulltext: vol 31 no.3 pp.431-450.pdf (2.36MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/TES/31 Non-tandon: tidak ada Tandon: 1

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Isi artikel

Through conceptual tools that decontextualize, generalize, and objectify, the field of ESL has implicitly supported a notion of identity as insular and 'static, passed down intact over time and across locations. But identity is not so much a map of experience-a set of fixed coordinates-as it is a guide with which ESL students negotiate their place in a new social order and, if need be, challenge it through the meaning-making activities they participate in. In this article, I demonstrate how issues of language, power, and changing identity might be approached in ESL pedagogy. The central focus for my di.5cussion is a classroom activity that developed awareness of sentence-level intonation, as a strategic resource to challenge forms of ascription based on gender and ethnicity.

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