My first year in Montréal, Québec, has been full of learning and adventure. My coursework in the Master of Arts in Second Language Education program at McGill University has expanded my knowledge of the developmental stages of language acquisition, the types of corrective feedback most conducive to students’ learning, and how to think critically about the social contexts surrounding second language education today. Beyond the classroom, I’ve prepared for my thesis research, improved my snowshoeing abilities, and have thus far evaded the clutches of death whilst navigating Montréal’s bike paths. But perhaps the most interesting lesson this city has taught me came in the form of a self-discovery. This year, I learned that I am a “typical Canadian.” Continue reading
Kristine Sudbeck is a doctoral candidate at the University of Nebraska-Lincoln. She is currently completing her dissertation, which is a critical autoethnography of her experiences learning Ho-Chunk and Omaha– two languages indigenous to what is now considered the United States. Much of her work critically examines the role of equity in schooling experiences, crossing lines of difference on a variety of reified social categories. She also serves as a mentor for graduate students in the Indigenous Roots Teacher Education Program at her university.
I’ve written on this blog before about my experiences as a speaker of French and English and how I feel myself self-categorizing, and being categorized by others, in relation to these two languages. Today, I’m going to add my third language, Mandarin, to the mix. Mandarin is a part of my daily life – these days, it’s present in the music that I listen to, it’s the subject of one of the classes that I teach, and it’s the language that I use to navigate applications on my computer and cell phone.