Peer reviewed
Direct linkERIC Number: EJ885664
Record Type: Journal
Publication Date: 2009
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0024-9033
EISSN: N/A
Available Date: N/A
Lived Curriculum & Identite Linguistique: Discours Paralleles but Intertwined
Doucerain, Marina
McGill Journal of Education, v44 n3 p331-353 2009
The author uses an autobiographical approach to reinterpret her memories of being an immigrant and an English language learner and to probe how these memories are intimately involved in the process of becoming a science teacher. This reflexive process of "excavation" (Grumet, 1999) allows the writing of narratives that explore how words and language impact identity formation. (Contains 2 notes.)
Descriptors: Autobiographies, Science Teachers, Recognition (Psychology), Personal Narratives, Self Concept, Identification (Psychology), English (Second Language), Limited English Speaking, Language Attitudes, Bilingual Students, Bilingualism
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Montreal)
Grant or Contract Numbers: N/A
Author Affiliations: N/A
