Journaling about interaction: Metacognition around language learning
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Abstract
Opportunities for interaction are not guaranteed in study abroad experiences, as they are premised upon fragile new language identities that are supported (or not) by a constellation of relationships, meaningful encounters, and a sense of belonging. This study focuses on a journaling activity added to a regularly occurring group meeting at a US university to engage international graduate students in conversational English. Through weekly journals and small group discussion, students reflect upon how context and interlocutors influence what they can do in a new language. Students were invited to consider both micro-contexts (situation-based) and macro-contexts (geopolitics, racialization) of their interactions, and explore interactional “successes” as well as breakdowns. Findings include increased awareness of the considerable burden for international students in engineering interactional “success,” and the diversified, yet persistent tendency of native speaker ideology to influence learner perspectives.
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