Citation

Challenging Habitus: Intercultural Development of English-Language Assistants in France

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Abstract:

This paper examines how American-English Language Assistants’ interculturality developed while sojourning in France. Using narrative inquiry as the methodology and Bourdieu’s (1982, 2000) notion of habitus, the analysis revealed that challenging the sojourners’ habitus led to its adjustment, which in turn influenced their intercultural development.

Author's Keywords:

French, Habitus, Interculturality
Convention
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Association:
Name: AAAL Annual Conference
URL:
http://www.aaal.org


Citation:
URL: http://citation.allacademic.com/meta/p625975_index.html
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MLA Citation:

Dargent-Wallace, Anne. "Challenging Habitus: Intercultural Development of English-Language Assistants in France" Paper presented at the annual meeting of the AAAL Annual Conference, Sheraton Dallas, Dallas, Texas, Mar 16, 2013 <Not Available>. 2014-12-11 <http://citation.allacademic.com/meta/p625975_index.html>

APA Citation:

Dargent-Wallace, A. , 2013-03-16 "Challenging Habitus: Intercultural Development of English-Language Assistants in France" Paper presented at the annual meeting of the AAAL Annual Conference, Sheraton Dallas, Dallas, Texas <Not Available>. 2014-12-11 from http://citation.allacademic.com/meta/p625975_index.html

Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: This paper examines how American-English Language Assistants’ interculturality developed while sojourning in France. Using narrative inquiry as the methodology and Bourdieu’s (1982, 2000) notion of habitus, the analysis revealed that challenging the sojourners’ habitus led to its adjustment, which in turn influenced their intercultural development.


Similar Titles:
Pre-service Teachers’ Perspectives on the Language and Literacy Development of Pre-School English Language Learners through Home Visits

The Potential of Music for Developing the Fluency of Oral Language in Students with English as a Second Language

Transforming Language Instruction for Social Justice: A Study of Four High School English Teachers’ Development of Critical Language Pedagogy for African American Students

Effects of Academic and Non-academic Instructional Approaches on Preschool English Language Learners' English Language Development


 
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