Abstracts
Abstract
The author uses an autobiographical approach to reinterpret her memories of being an immigrant and an English language learner and to probe how these memories are intimately involved in the process of becoming a science teacher. This reflexive process of “excavation” (Grumet, 1999) allows the writing of narratives that explore how words and language impact identity formation.
Résumé
L’auteure emploie une approche autobiographique pour réinterpréter les souvenirs de son immigration et de son apprentissage de l’anglais comme langue seconde, ainsi que pour examiner la manière dont ces souvenirs sont intimement liés à la formation de son identité en temps qu’enseignante des sciences. Ce processus réflexif “d’excavation” (Grumet, 1999) permet l’écriture de narrations qui explorent l’impact des mots et du langage sur la formation de l’identité.
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Appendices
Notes biographiques
Marina Doucerain is a doctoral student in the Special Individualized Program at Concordia University. She seeks to integrate social psychology and applied linguistics approaches to study issues of language and identity in immigrant populations. Her research is inspired by her own experience as an immigrant and by the vibrant multicultural community in Montreal, where she currently lives with her husband and her daughter.
Marina Doucerain est une étudiante au doctorat dans le Programme Spécial Individualisé à l’université Concordia. Elle cherche à intégrer le domaine de la psychologie sociale à celui de la linguistique appliquée pour étudier les questions de langue et d’identité au sein des populations immigrantes. Sa recherche est inspirée par sa propre expérience en temps qu’immigrante ainsi que par la vibrante communauté multiculturelle de Montréal où elle réside actuellement avec son mari et sa fille.
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