The research study articles we read for this course employ various theoretical frameworks to explain phenomena related to additional language learning and use. Whether it is based on the critical race theory or the post-structuralist identity theory, they all share an underlying assumption that people do something with language in social contexts. That is, every study we read thus far suggests that examining learner’s participation or non-participation in social interaction holds the key to understanding these phenomena. In this light, I reflected on my non-participation in French language use.
Continue reading “No, I am not shy: reflecting on my non-participation in language use”
