Inscribing Identity: Insights for Teaching From ESL Students' Journals

Authors

  • Jenny Miller

DOI:

https://doi.org/10.18806/tesl.v25i1.106

Keywords:

Language education

Abstract

Linguistic minority students in schools must acquire and operate in a second language while negotiating mainstream texts and content areas, along with negotiating an emerging new sense of social identity. This article presents journal data from an Australian ethnographic study that explored the relationship between second-language use, textual practices in school, and the representation of identity. Such texts normally lie outside dominant school discourses, but for students they are a powerful means of negotiating identity and gaining vital language practice. For teachers journals provide critical insights into the experiences of their students and into their developing language competence.

Downloads

Published

2007-10-01

How to Cite

Miller, J. (2007). Inscribing Identity: Insights for Teaching From ESL Students’ Journals. TESL Canada Journal, 25(1), 23–40. https://doi.org/10.18806/tesl.v25i1.106

Issue

Section

Articles