From Self-Doubt to Self-Acceptance: An ESL Learner’s Journey
DOI:
https://doi.org/10.52242/gatesol.51Keywords:
Self-acceptance, ESL learners, Storytelling, Collaborative learning, Diversity.Abstract
The paper is a narrative inquiry into how an ESL learner transits from self-doubt to
self-acceptance in America. Three aspects are found to be critical for the learner to
reach self-acceptance: exposing the true self through storytelling; finding the true
self in collaborative learning; integrating the true self into the diversity. Those
aspects provide teachers practical ideas regarding how to foster students’ self-
acceptance and empower them to open themselves for communication in English.
References
Carson, S. H., & Langer, E. J. (2006). Mindfulness and self-acceptance. Journal of Rational-Emotive and Cognitive-behavior Therapy, 24(1), 29-43.
Freiberg, H. J. (1996). From tourists to citizens in the classroom. Educational Leadership, 54, 32-37.
Llurda, E. (2009). Attitudes towards English as an international language: the pervasiveness of native models among L2 users and teachers. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 119-134). Bristol, UK:
Multilingual Matters.
Martin-Beltrán, M., Chen, P., Guzman, N., & Merills, K. A. (2016). How adolescents use social discourse to open space for language learning during peer interactions. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: pedagogical potential
and research agenda (pp. 319-348). Amsterdam, Netherlands: John Benjamins.
Freiberg, H. J. (1996). From tourists to citizens in the classroom. Educational Leadership, 54, 32-37.
Llurda, E. (2009). Attitudes towards English as an international language: the pervasiveness of native models among L2 users and teachers. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 119-134). Bristol, UK:
Multilingual Matters.
Martin-Beltrán, M., Chen, P., Guzman, N., & Merills, K. A. (2016). How adolescents use social discourse to open space for language learning during peer interactions. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: pedagogical potential
and research agenda (pp. 319-348). Amsterdam, Netherlands: John Benjamins.
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Published
10/31/2016
Issue
Section
Personal Stories & Perspectives – Have Your Say
How to Cite
From Self-Doubt to Self-Acceptance: An ESL Learner’s Journey. (2016). GATESOL Journal, 26(1). https://doi.org/10.52242/gatesol.51