Learning Languages, Learning Life Skills Jaatinen R.pdf

Riitta Jaatinen

Learning Languages,

Learning Life Skills

Educational Linguistics

Volume 8

General Editor:

Leo van Lier

Monterey Institute of International Studies, U.S.A

Editorial Board:

Marilda C. Cavalanti

Universidade Estadual de Campinas, Brazil

Hilary Janks

University of Witwatersrand, South Africa

Claire Kramsch

University of California, Berkeley, U.S.A

Alastair Pennycook

University of Technology, Sydney, Australia

The Educational Linguistics book series focuses on work that is:

innovative, trans-disciplinary, contextualized and critical.

In our compartmentalized world of diverse academic fields and

disciplines there is a constant tendency to specialize more and

more. In academic institutions, at conferences, in journals, and in

publications the crossing of disciplinary boundaries is often

discouraged.

This series is based on the idea that there is a need for studies that

break barriers. It is dedicated to innovative studies of language use

and language learning in educational settings worldwide. It

provides a forum for work that crosses traditional boundaries

between theory and practice, between micro and macro, and

between native, second and foreign language education. The series

also promotes critical work that aims to challenge current practices

and offers practical, substantive improvements.

The titles published in this series are listed at the end of this volume.

Riitta Jaatinen

Learning Languages,

Learning Life Skills

Autobiographical reflexive approach to teaching and

learning a foreign language

1 3

Riita Jaaniten, Pirkanmaa Polytechnic, Finland

Library of Congress Control Number: 2006932954

ISBN -13: 978-0387-37063-7

ISBN -10: 0-387-37063-3

e-ISBN-13: 978-0387-37064-4

e-ISBN-10: 0-387-37064-1

Printed on acid-free paper.

¤ 2007 Springer Science+Business Media, LLC.

the written permission of the publisher (Springer Science+Business Media, LLC., 233

Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with

reviews or scholarly analysis. Use in connection with any form of information storage and

retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology

now known or hereafter developed is forbidden.

The use in this publication of trade names, trademarks, service marks and similar terms,

even if they are not identified as such, is not to be taken as an expression of opinion as to

whether or not they are subject to proprietary rights.

While the advice and information in this book are believed to be true and accurate at the

date of going to press, neither the authors nor the editors nor the publisher can accept any

legal responsibility for any errors or omissions that may be made. The publisher makes no

warranty, express or implied, with respect to the material contained herein.

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CONTENTS

Acknowledgements .........................................................................................ix

1 INTRODUCTION............................................................................................1

1.1 Purpose of the study .............................................................................1

1.2 Theoretical and methodological foundations of the study .............5

1.3 How the research theme was developed ............................................8

1.4 Lived experience and theoretical knowledge intertwined

– a way of approaching this study.....................................................12

2 PERSONAL KNOWLEDGE OF BEING A TEACHER

– autobiographical approach to teaching and education..........................15

2.1 Studying one’s own teaching ............................................................. 16

2.2 Concepts used in autobiographical research................................... 18

2.3 Knowing in teaching and education ................................................20

2.4 Nature of experiential autobiographical knowledge ......................25

2.5 Modes of autobiographical knowledge in teaching

and education.......................................................................................26

2.6 I as the auto/biographical I ................................................................28

2.7 Possibilities and limits of knowing about oneself .......................... 31

3 A PARADIGM OF MEANING, LANGUAGE AND “SILENCE”

– the foundation of autobiographical ref lexive language education ......35

3.1 Research orientation based on a holistic conception of man .......35

3.2 Meaning, a paradigm of meaning, and a meaning relationship ..39

3.3 Experience, meaning, and language ................................................42

3.4 Metaphor and the capacity of language to

create new meanings...........................................................................44

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