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Language Investment of a Honduran English Teacher in Taiwan: A Qualitative Case Study
foreign English teachers
|Issue Date:||2020-06-02 11:10:15 (UTC+8)|
|Abstract:||英文作為世界語言，在全球掀起學習熱潮。本研究目的主要在探索一名來自宏都拉斯的英語老師如何建構他的語言投資，包含他的語言學習跟教學經歷 以及他對於英文在台灣的地位與影響之看法。本研究採用兩種方法：敘事訪談及半結構化訪談，來收集口述資料。研究參與者在敘事訪談中先分享自己的英文學習投資歷程，再接受關於語言學習投資的半結構式訪談。資料分析使用Darvin跟Norton (2015) 的語言投資架構，研究發現該名教師認為：研究參與者的文化資本在台灣可以成功地轉換為經濟與社會資本來輔助他的生活與中英文學習，然而在台灣的意識形態下，讓他儘管長期居住台灣並擁有一半的台灣血統，卻無法完全融入台灣社會。最後，根據研究分析觀察結果提供教學上的建議與未來的研究方向。|
English is used as a lingua franca; people all over the world are learning this global language. The purpose of the study aims to explore a Taiwanese Honduran’s language investment and his observation as to how English is perceived in Taiwan. In this qualitative case study, data collection was conducted through in-depth narratives and follow-up semi-structured interviews. Data analysis were conducted with Darvin and Norton’s (2015) language investment model as the theoretical framework. The findings revealed that in the participant’s perception, his cultural capitals would transfer into economic and cultural capitals to afford his language investment; however, they also kept him from fully integrating Taiwanese society despite having Taiwanese ethnicity and living in Taiwan for a long time. Pedagogical implications and suggestions for further studies are provided at the end of the study.
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