Her areas of research are teacher training and teacher identity formation. They seem to feel more at ease in English.In Block, D. The student mentions: I remember when in the first semester taking a class in Spanish and that's when I noticed that I couldn't write in Spanish. Dahl, Trine I think I am more at ease with Spanish right now. She also points out that "the Mexican way of writing" is disorganized and does not follow a structure. Roberto Perhaps we become better at doing something when we receive feedback. What is clear is that the process is complex and varies from one person to another and emotions seem to play a part in this complex process as well as identity shifting. Cumming, Alister The impact of globalization on language teaching in Japan. Baker, W. I feel freer in Spanish when I write.
Writing and identity: The discoursal construction of identity in academic writing. Even when her L1 is Spanish, her academic life has taken her to write in her L2 French. Bloome, David, Gilcinei T.
Again, this implies that the person may have lost something in the process of assimila-ting another language for the purpose of writing. Bloch, Joel Also, this situation might be an attempt to not lose fragments of identity, while transitioning to another language. In this section we have seen how teachers and students have felt about learning to write academically in their own language or in another language.
Re Formulating identities in the face of fluid modernity: An interactional ethnographic approach.Chittenden, Tara Martha Lengeling Developing a theoretical framework for response: Creative writing as response in the Year 6 Primary Classroom. Performing gender identity: Young men's talk and the construction of heterosexual masculinity. Assessing L2 writing: Alternative constructs and ethical dilemmas. I can write the idea, go on and on, "decorate it," and at the same time say things. This necessity implies a complex set of emotions and situations which requires decisions that are interconnected beyond the defined boundaries of the university, where social definitions play a strong role in how identity is viewed. It is as if there were no real connection between him and the language in terms of academic writing. As a consequence, essences are mutually exclusive. The following research participant explains how she feels: I think I now feel more secure. Participant: Well, I would say in my English level—confident, ok, free flow, ok, in Spanish I see some anxiety my anxious self…nervousness, insecurity I would say in writing in Spanish Ricardo This participant seems to have divided his repertoire based on how he feels when writing in one language or another. Burgess, Amy Perceivers with an essentialist mindset will reject and also despise a "mixed exemplar.
The mad genie in the attic: performances of identity in Year 6 boys' creative writing. Her use of a specific language for academic writing seems to be related to the fact that she has had many years of education in English and also the fact that she has to write in English for her career.
Nevertheless, there was a specific intent to select strong bilingual writers for the study because, in essence, they do not fit the classical model of identity and writer.
After my doctorate, I learned a lot, and you really get some confidence.