"L’anglès em va fer sentir orgullosa de mi mateixa":
L’evolució de les identitats imaginades dels estudiants de Grau d’Educació Primària en anglès
Resum
Aquest estudi de cas pretén fer un seguiment longitudinal de com evolucionen les identitats imaginades com a usuaris d’anglès de dos estudiants de magisteri durant el Grau d’Educació Primària en anglès (EMI-TED) ofert per una universitat pública de Catalunya (Espanya). L’estudi es basa en l’enfocament identitari de l’adquisició de segones llengües i en la perspectiva de les Comunitats de Pràctica (CoP) sobre l’aprenentatge. Adoptant un enfocament qualitatiu i interpretatiu, la combinació de l’anàlisi temàtica i l’anàlisi narrativa de les entrevistes individuals i les autobiografies lingüístiques mostra com les identitats imaginades dels participants s’expandeixen i evolucionen cap a una participación més plena en les CoP reals en anglès a mesura que es reposicionen en relació amb l’anglès. L’anàlisi també revela l’efecte que les seves inversions en l’aprenentatge de l’anglès tenen en les seves identitats mentre guanyen legitimitat com a usuaris de l’anglès degut al procés de “internacionalització a casa”, és a dir, cursant el grau d'EMI en la universitat d’origen. Els resultats indiquen que el EMI-TED constitueix un context especialment empoderador per a aquells estudiants que no tenen cap experiència prèvia de participació en veritables CoP de parla anglesa. La seva dimensió internacional no sols ofereix a aquests estudiants nombroses oportunitats d’aprenentatge i ús de la llengua dins de les seves realitats locals, sinó que també els permet imaginar una nova gamma d’identitats, sense que això afecti negativament el seu jo local.
Paraules clau
identitats imaginades, inversió, comunitats de pràctica (CoP), apoderament, docència en anglès (EMI)Referències
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