21 |
Appagamento, atteggiamento/motivazione e ansia nello studio della lingua madre e della lingua straniera in una scuola italiana all’estero
|
|
|
|
BASE
|
|
Show details
|
|
22 |
‘The English language enables me to visit my pain’. Exploring experiences of using a later-learned language in the healing journey of survivors of sexuality persecution
|
|
|
|
Abstract:
-Aims and Objectives: This qualitative study explores the experience of using a later-learned language, English (ELX), in the therapeutic journey of refugee survivors of sexuality persecution, to enhance understanding of the role of language in their rehabilitation. -Design/Methodology/Approach: This is a multiple case study of three refugees, persecuted in their home country because of their sexual orientation, who are regular attendees of a therapeutic community, Room to Heal, based in London. A qualitatively driven mixed-method research design using Interpretative Phenomenological Analysis (IPA) (Smith, 1996) and ethnography was employed. -Data and Analysis: Data were gathered through semi-structured interviews with the first author. They consisted of questions about the relationship between the participants’ languages, emotions and sense of self. - Findings/Conclusions: Participants shared common positive experiences characterised by feelings of the ELX being a liberating tool that empowered them and enabled them to bear witness to their trauma; express their same-sex love more easily; be more self-accepting and contributed to the [re]invention and performance of a ‘new’ self. - Originality: The originality resides, firstly, in the unique profile of the participants –victims of persecution because of their sexual orientation; secondly, in the unique context- a therapeutic community supporting refugees; and thirdly, in the methodology which adopts a qualitatively driven mixed-method design combining IPA and ethnography. - Significance/Implications: The findings support an embodied perspective of languages and highlight the need for therapists to be aware of multilingualism and its effects. The reduced emotional resonance of a later-learned language (LX) may offer its users a way to access trauma and build a new self within the therapeutic process.
|
|
Keyword:
Cultures & Applied Linguistics (from 2021); Languages
|
|
URL: https://doi.org/10.1177/13670069211033032 https://eprints.bbk.ac.uk/id/eprint/46408/3/46408.pdf https://eprints.bbk.ac.uk/id/eprint/46408/
|
|
BASE
|
|
Hide details
|
|
23 |
Sustainable development of EFL/ESL learners’ willingness to communicate: the effects of teachers and teaching styles
|
|
|
|
BASE
|
|
Show details
|
|
24 |
Predicting the emotional labor strategies of Chinese English foreign language teachers
|
|
|
|
BASE
|
|
Show details
|
|
27 |
The predictors of exam performance of Kazakh university students and secondary school pupils learning Turkish: an exploratory investigation
|
|
|
|
BASE
|
|
Show details
|
|
28 |
Differences in emotional reactions of Greek, Hungarian, and British users of English when watching television in English
|
|
|
|
BASE
|
|
Show details
|
|
30 |
Emotion recognition ability across different modalities: the role of language status (L1/LX), proficiency and cultural background
|
|
|
|
BASE
|
|
Show details
|
|
31 |
Visual cues and perception of emotional intensity among L1 and LX users of English
|
|
|
|
BASE
|
|
Show details
|
|
32 |
How to prepare psychotherapists for interpreter-mediated therapy?
|
|
|
|
BASE
|
|
Show details
|
|
33 |
Negotiating the language(s) for psychotherapy talk: a mixed methods study from the perspective of multilingual clients
|
|
|
|
BASE
|
|
Show details
|
|
34 |
The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety
|
|
|
|
BASE
|
|
Show details
|
|
35 |
The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
|
|
|
|
BASE
|
|
Show details
|
|
36 |
The predictive power of sociobiographical and linguistic variables on foreign language anxiety of Chinese university students
|
|
|
|
BASE
|
|
Show details
|
|
37 |
Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English?
|
|
|
|
BASE
|
|
Show details
|
|
38 |
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions.
|
|
|
|
BASE
|
|
Show details
|
|
40 |
Concluding thoughts on the emotional rollercoaster of language teaching
|
|
|
|
BASE
|
|
Show details
|
|
|
|