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Constructing a New Identity Through Language Acquisition

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Constructing a New Identity Through Language Acquisition Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 5-2020 Journeying Into a New World: Constructing a New Identity Through Language Acquisition Hyrum Hansen Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the Applied Linguistics Commons Recommended Citation Hansen, Hyrum, "Journeying Into a New World: Constructing a New Identity Through Language Acquisition" (2020). All Graduate Plan B and other Reports. 1452. https://digitalcommons.usu.edu/gradreports/1452 This Report is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. JOURNEYING INTO A NEW WORLD: CONSTRUCTING A NEW IDENTITY THROUGH LANGUAGE ACQUISITION By Hyrum Hansen A portfolio submitted in partial fulfillment of the requirements for the degree of MASTERS OF SECOND LANGUAGE TEACHING Approved: _________________________ _________________________ Dr. Joshua J. Thoms Dr. Sarah Gordon Major Professor Committee Member _________________________ _________________________ Dr. Abdulkafi Albirini Dr. Bradford Hall Committee Member Department Head UTAH STATE UNIVERSITY Logan, Utah 2020 i Copyright © Hyrum Hansen All rights reserved ii ABSTRACT Journeying into a New World: Constructing a New Identity through Language Acquisition By Hyrum Hansen: Master of Second Language Teaching Utah State University, 2020 Major Professor: Dr. Joshua J. Thoms Department: Languages, Philosophy, and Communication Studies The following portfolio represents the author’s experiences and studies while he has participated in the Master of Second Language Teaching (MSLT) program. It is the result of the author’s teaching experiences abroad and at Utah State University, his teaching observations of peers and colleagues, and insights from his studies in the MSLT program. The portfolio is divided into three major sections, namely: teaching perspectives; research perspectives; and an annotated bibliography. The teaching perspectives demonstrate the author’s beliefs in regard to communicative language teaching and identity construction and their importance in the language acquisition process. The research perspectives further deal with identity and involve two papers written on the subject during the MSLT program. The bibliography discusses the use of technology in enhancing the skill of second language (L2) listening. iii ACKNOWLEDGEMENTS I wish to begin by expressing deep gratitude and thanks to my Heavenly Father. I came to the MSLT program to fulfill his purposes and designs although I still do not know what those are yet. I also thank my father Gerald Hansen for teaching me as a young boy to love languages and cultures, especially the French language and culture. I would not have had all the opportunities to travel and gain the education I have if it were not for him. I also express deep gratitude for my mother who has been a quiet support and strength to me throughout my life. I hope she knows that I recognize her efforts and love. I express the utmost gratitude to Dr. Karin deJonge-Kannan. If it were not for Karin, I would not have been in this program. Her immense effort to patiently work with me as a student, her teaching and guidance, have molded me and have not only made me a better student, but a better human being. Her efforts have not gone unnoticed, and I will be forever grateful for her tireless hours of work and her wise counsel. Likewise, I also express gratitude for the immense patience of Dr. Christa Jones and Dr. Caroline Mosser and for their goodness towards me. I am sure that working with me in my first semester as a French professor was not the easiest nor most delightful experience for them. But I am grateful to them for not giving up on me and working with me and showing me where I can improve. I also express my gratitude to Dr. Sarah Gordon, who was patient with me as well during a time when I was still, in certain ways, catching up in the program. I am grateful for her kindness and friendly personality. I express my gratitude to Dr. Joshua Thoms and Dr. Bradford Hall. Dr. Hall gave me opportunities that I needed early in the program to gain confidence and improve as a teacher and to feel more welcome in the iv program. Dr. Thoms has, like others, demonstrated substantial patience with me as a student and has been an amazing help. He is a good friend and I am grateful to him for his efforts and long hours on my behalf. I am also grateful to Dr. Abdulkafi Albirini who I also consider a good friend and who took extra time to speak with me after classes and entertain some of my linguistic hobbies and interests. I am grateful for his efforts in helping me become a better researcher and writer and for his friendship. I am grateful to the friends that I have made while in the program and throughout my travels as well. Thank you to Roberto Ausin, a dear friend who, in my lowest moments in the program and my moments of greatest loneliness, was there as a friend to lift me with good Spanish humor and sarcasm. Thank you to “Número Dos” (Hyrum Checketts) who also is a dear friend and who also reached out to me in serious moments of loneliness and need. Thank you to Chuson Chang, his wife Abbey, and their friend Kuntai, all of whom I consider my Taiwanese family. Chuson, especially, demonstrated sacrifice and charity on my behalf in ways that I have not and will not forget. Thank you to Chris Capitain, my Navajo brother and friend, for dragging me all around Ft. Hall and Pocatello and trying to help me fulfill my dream of working with Native American tribes to revitalize their languages. Also, thanks to Mardel and professor Drusilla Gould of Idaho State University, my Shoshone friends, who befriended me and sought to aid me in this endeavor as well. Finally, I express my gratitude to all of my Peruvian friends whom I consider my Peruvian family, not only for trying to help me understand Peruvian culture and Spanish on a deeper level but for demonstrating towards me kindness and charity, for being examples of Christ and testaments of his doctrine (especially the doctrine of the resurrection), and for teaching me more deeply the lesson of humility. In fact, everyone v in my program for three years has been part of a long process of my Heavenly Father teaching me the lesson of humility. To any of you whom I have not named, I express gratitude to you as well for being part of this process. I am grateful for all of you who are my friends. I express my love to you and say thank you! (105 pages) vi CONTENTS ABSTRACT ........................................................................................................................ ii ACKNOWLEDGEMETS .................................................................................................. iii TABLE OF CONTENTS ................................................................................................... vi LIST OF ACRONYMS .................................................................................................... vii INTRODUCTION ...............................................................................................................1 TEACHING PERSPECTIVES ............................................................................................2 Professional Environment .................................................................................................3 Teaching Philosophy Statement ........................................................................................4 Professional Development through Teaching Observation ............................................16 RESEARCH PERSPECTIVES .........................................................................................20 CULTURE PAPER ............................................................................................................21 Introduction & Reflection ...............................................................................................22 Indigenous Heritage Language Programs: Are They Sustainable? ................................24 LANGUAGE PAPER ........................................................................................................51 Introduction & Reflection ...............................................................................................52 Identity Construction and its Significance on Motivation and Classroom Pedagogy ....54 ANNOTATED BIBLIOGRAPHY ....................................................................................71 LOOKING FORWARD ....................................................................................................84 REFERENCES ..................................................................................................................85 vii LIST OF ACRONYMS TPS = Teaching Philosophy Statement CLT = Communicative Language Teaching MSLT = Masters of Second Language Teaching DLI = Dual Language Instruction HLI = Heritage Language Instruction NAM HLI = Native American Heritage Language Instruction NASC = Native American Student Counsel CMC = Computer Mediated Communication SCT = Sociocultural Theory L2 = Second Language CALL = Computer Assisted Language Learning 1 INTRODUCTION This portfolio represents the accumulation of my work and studies in the MSLT program at Utah State University as well as experiences abroad.
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