‘Wicked’ use of English slang in relation to identity development in an elementary EFL classroom

• Dae-Min Kang ^[1]
  1. [1] Guilin University of Technology

     Guilin University of Technology

     China

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 31, 2019, págs. 75-95
• Idioma: inglés
• DOI: 10.30827/portalin.vi31.13827
• Títulos paralelos:
  • El uso del argot en relación al desarrollo de la identidad en un aula de educación primaria
• Enlaces
  • Texto completo (pdf)
  • Texto completo  1    2    3 (pdf) 
• Resumen
  • español

    Este estudio examine como el argot en inglés se aprende y se emplea por parte de los estudiantes en relación a la construcción de su identidad. Un grupo de alumnos coreanos se observó sin intervención del investigador. Por otra parte, se llevó a cabo una entrevista semi-estructurada con los alumnos y la docente, y se les pidió a los estudiantes que escribiesen diarios sobre lo que habían aprendido en clase. Los resultados indicaban que muchos variables afectaban de manera compleja al uso y aprendizaje del argot en inglés en relación a la construcción de la identidad. En concreto, los procesos del uso del argot en inglés y el aprendizaje variaban dependiendo de los niveles de competencia en L2 y de los tipos de intervención didáctica. La profesora también tenía influencia sobre determinados aspectos de tales procesos mediante la práctica de su propia interpretación de la identidad del alumnado en su contexto de aula. Basado en estos resultados se sugieren implicaciones pedagógicas.

  • English

    This study examined how English slang is used and learned by EFL learners in relation to identity construction. A Korean elementary sixth-grade classroom was observed ten times in a non-participant way. Additionally, the students and the teacher were interviewed in a semi-structured way, and the students were asked to write journals concerning their in-class learning of English. The outcomes indicated that many variables affected - in a complicated way - the learners’ use and learning of English slang in relation to identity construction. In particular, the processes of English slang use and learning varied depending on proficiency levels and types of classroom dyadic interaction. The teacher also influenced parts of such processes by instituting a practice of interpretation of learner identity in her classroom context. Based on the findings of the study, implications are suggested.

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