Composing the L2-M2 Self: A Grounded Theory Study on the Concerns of Adult Irish Sign Language Learners
Citation:
SHERIDAN, SARAH-MICHELLE, Composing the L2-M2 Self: A Grounded Theory Study on the Concerns of Adult Irish Sign Language Learners, Trinity College Dublin.School of Linguistic Speech & Comm Sci, 2019Download Item:
Abstract:
Language learning in a classroom setting raises challenges for learners, regardless of modality. In addition to learning a second or subsequent language (L2), in this study, participants are also learning through a new modality (M2) - using the hands, face and body to express a visual-spatial language, Irish Sign Language (ISL). The L2-M2 adult learners in this doctoral project are based in the Centre for Deaf Studies, Trinity College Dublin. A Classic (or Glaserian) Grounded Theory methodological framework has been adopted here. The research goal was to discover the main concern that challenges L2-M2 learners in the ISL classroom and how they process or resolve that concern. Classic Grounded Theory seeks to develop a theory which will account for the phenomenon that has been uncovered.
A total of twenty-one L2-M2 participants took part in this study. The main concern of this substantive population is EXPOSURE INSECURITY. This is associated with the learner?s perception that they are being intently observed when performing ISL and feel exposed due to the physicality of using the body to express this language. In essence, there is NOWHERE TO HIDE in this context. It is a phenomenon which they have not experienced to the same degree when performing spoken language. The theory of COMPOSING THE L2-M2 SELF captures a two-pronged process; maintaining composure when dealing with the main concern of EXPOSURE INSECURITY and the composing of A PIECE, i.e. the performative aspect associated with producing a signed language. This conceptual account explores how learners develop the resources to be able to tackle their main concern as they progress through the learning journey.
The stages and processes that participants embark on to deal with the concern of EXPOSURE INSECURITY are discussed in great detail in this integrated theory. At the outset it involves a period of ACCLIMATISING to this new cultural environment. This is followed by ATTUNING to the language, its perceived performative element and the new sensory, kinaesthetic experience. The final stage of AUTHENTICATING highlights that a L2-M2 SELF identity is being formed. With this comes a re-framing of the language where the previously EXPOSING elements are now appreciated, and a re-framing of the community as it impacts the learner in a previously unimagined way.
The theory of COMPOSING THE L2-M2 SELF is the main contribution of this study. It adds to the limited pool of empirical studies that exist in the area of L2-M2 learning and contributes to the psychology of the language learner literature where there has been little mention of sign language learning. The implications of this theory are far-reaching, particularly with the passing of the Irish Sign Language Act 2017. Therefore, this study may inform pedagogical practice in operational terms and has the potential to inform strategy, where there is a requirement to establish the necessary safeguards in the field of sign language teaching and interpreter training (as prescribed in the Irish Sign Language Act 2017).
Ultimately, this is a study which documents the concerns of L2-M2 learners. The interdisciplinary application of this theory provides ample scope for further research in many identified areas, as put forward by COMPOSING THE L2-M2 SELF.
Description:
APPROVED
Author: SHERIDAN, SARAH-MICHELLE
Advisor:
Leeson, LorrainePublisher:
Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S.Type of material:
ThesisCollections
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