Date of Award

8-2012

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

First Advisor

Sharon K. Deckert, Ph.D.

Second Advisor

David I. Hanauer, Ph.D.

Third Advisor

Gloria Park, Ph.D.

Abstract

In this study, I explored four bilingual and multilingual speakers' constructions of identities in their language learning and teaching journeys. Conducting this research by using autobiographical narrative analysis method, I collected and analyzed participants' autobiographies and the follow-up interviews which offer a rich data resource to utilize in order to unfold these four ELLs' language learning and teaching experiences inside and outside of school and to help me investigate bilingual and multilingual speakers' constructions of identities and explore how their multiple aspects of identity are related to their identities as English teachers. Participants presented their identities as co-constructed and complex in nature and viewed their identity construction in autobiographical narratives: Language learners or language teachers, gender identities, and members of different language communities, which were collaborated and interconnected within their entire constructions of identities. The participants' narrative also indicated the uniqueness and complexity in their construction of identities.

Share

COinS