Browsing by Author "Chang, Yueh-ching"

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Discourse and Identity among ESL Learners: A Case Study of a Community College ESL Classroom
(2014-08-01)
Chang, Yueh-ching
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Sperling, Melanie
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英語教學研究所
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Institute of Teaching English to speakers of other Languages
While research in L2 language and literacy in academic contexts has shed light on learning language per se (e.g., students' development of syntactic complexity), classroom situations, in which ESL students engage in English and make it meaningful to them, have received far less attention. With a sociocultural perspective, this qualitative case study examined the discursive practices of a face-to-face community college ESL classroom and of its online discussion forums. We found that the discourse in the face-to-face classroom tended to prioritize shaping students' academic knowledge and identity, pushing aside knowledge and identities that were peer- or life-world based. In contrast, the online forums afforded discourses through which students displayed peer-based, life-world, and academic knowledge and identities, while negotiating responses to academic assignments. The study suggests that classroom-based online forums can provide a space for the legitimate display of students' nonacademic discourses in the service of academic work.
Identity negotiation in the third space: an analysis of YouTube channels hosted by expatriates in Taiwan
(2019-01-02)
Chang, Yueh-ching
;
Chang, Yu-jung
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英語教學研究所
;
Institute of Teaching English to speakers of other Languages
This article explores the potential of YouTube as a third space in which second/additional language learners negotiate for alternative identities. Although burgeoning research has illuminated how language learners are able to expand their identities and communicative repertoire through various digital media, relatively little attention has been paid to how video-sharing websites provide learners with discursive spaces that might differ from text-based online communities. Drawing on [Gee's, J. P. (2000-2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125] identity framework, our qualitative content analysis [Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15, 1277-1288] examines 116 videos from three popular YouTube channels hosted by Chinese as an additional language (CAL) learners expatriating in Taiwan. The findings indicate that by utilizing mixed semiotic tools and interactional opportunities afforded by YouTube, the video hosts are able to showcase their transnational experiences and construct alternative discourse identities vis-a-vis traditionally less powerful identities such as subjugated foreigners and CAL learners.