我是(移民)加拿大人:在英语作为第二语言(ESL)课堂中重新谈判“加拿大”国家想象

Nyein Mya
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摘要

作为“加拿大人”,对于学习一门额外语言的种族化学生意味着什么?当这些学生不符合主流的、理想化的加拿大人观念时,会发生什么?本文借鉴诺顿和安德森的想象共同体概念,认为加拿大是一个想象中的国家。在回答这两个问题时,我总结了相关文献,并分享了一些重要的个人和生活经验,教学英语作为第二语言(ESL)和加拿大新移民语言教学(LINC)的学生。最后,我建议,鉴于重大的人口变化,谈判和重建“加拿大”身份是一个学习过程,所有社会成员必须以公平的方式参与其中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
I’m(migrant) Canadian: Renegotiating a “Canadian” National Imaginary in English as a Second Language (ESL) Classrooms
What does being “Canadian” mean to racialized students learning an additional language? What happens when such students do not fit in with dominant, idealized notions of being a Canadian? Drawing on Norton’s and Anderson’s concept of imagined communities, this article posits that Canada is an imagined nation. In responding to the two questions, I summarize the relevant literature and share some key personal and lived experiences in teaching English as a Second Language (ESL) and Language Instruction for Newcomers to Canada (LINC) students. To conclude, I suggest that in light of the significant demographic changes that negotiating and reconstructing the “Canadian” identity, is a learning process in which all societal members must participate in equitable ways.
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