Participatory Legitimacy in ESL Practice and the Use of Coping Strategies

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Please use this identifier to cite or link to this item: https://irlib.pccu.edu.tw/handle/987654321/29272

Title:	Participatory Legitimacy in ESL Practice and the Use of Coping Strategies
Authors:	Yeh, Ling-Miao
Contributors:	英文系
Keywords:	counter-discourse participatory legitimacy recognition and mis-recognition cultural arbitrary passing strategies disclaimer
Date:	2014
Issue Date:	2015-01-27 15:20:40 (UTC+8)
Abstract:	This study looked at ESL adult speakers' use of coping strategies in their conversations with native speakers in the United States, as a counter-discourse. More specifically, the discursive negotiation strategies used by 6 ESL adult speakers of varied ethnicities and linguistic backgrounds were analyzed, both inside and outside ESL classrooms. The major data set was collected from 3 semistructured interviews, 10 participatory observations of the communicative activities of 2 ESL groups, and 3 observations of the social activities of each member of both groups over a 6-month period. The study aimed to elucidate the asymmetrical discourse interactions within these power relationships in the context of Foucault's notion of knowledge-power-discourse. These strategies included the challenging of a perceived discourse inequality,-that is, of the power of (Standard) English, in several ways: by an ideological use of the first language (L1), group (L1-ally or nonnative-speaker-ally) strategies, and strategies of deflecting, ignoring, and choosing to pass. Bourdieu's theory of recognition and mis-recognition framed the effort to analyze the issues of legitimacy and subjectivity in this case study.
Relation:	JOURNAL OF LANGUAGE IDENTITY AND EDUCATION 卷: 13 期: 3 頁碼: 195-216
Appears in Collections:	[Department of English Language and Literature ] journal articles

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