Critical Media Analysis in Teacher Education: Exploring Language-Learners' Identity through Mediated Images of a Non-Native Speaker of English

Autor/in	Chamberlin-Quinlisk, Carla
Titel	Critical Media Analysis in Teacher Education: Exploring Language-Learners' Identity through Mediated Images of a Non-Native Speaker of English
Quelle	In: TESL Canada Journal, 29 (2012) 2, S.42-57 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Social Attitudes; Literacy Education; Teaching Methods; Media Literacy; Native Speakers; English (Second Language); Language Attitudes; Teacher Educators; Second Language Learning; Second Language Instruction; Language Teachers; Films; Social Class; Language Planning; Language Variation; Criticism; Statistical Analysis; Qualitative Research + Suchen Sie Ihr Suchwort? Social attidude; Soziale Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Media skills; Medie competence; Medienkompetenz; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Film; Social classes; Soziale Klasse; Sprachwechsel; Sprachenvielfalt; Kritik; Statistische Analyse; Qualitative Forschung
Abstract	Media literacy education has become increasingly present in curricular initiatives around the world as media saturate our cultural environments. For second-language teachers and teacher educators whose practice centers on language, communication, and culture, the need to address media as a pedagogical site of critique is imperative. In this article, I introduce critical media analysis (CMA) as a tool that cultivates discussion of language-learners' identities as they are shaped by popular media. I present CMA in the context of critical language studies and communication theories that situate language in social and political landscapes. I describe a hybrid (quantitative/qualitative) approach to CMA as I apply it to a non-native speaker of English (NNSE) character from an internationally successful Hollywood film. I describe representations that "symbolically colonize" (Molina-Guzman, 2010) the NNSE as lower class, lower status, and comfortably positioned as subordinate to his native-speaker counterparts. I then share examples of how students use CMA to further explore media cultivation of social attitudes toward language-learning, language policies, and NNSE identity. Overall, this article offers second-language teacher educators a theoretically informed model of analysis that engages TESL professionals as active participants in their media-saturated environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10