Harmonizing Music and Linguistic Identity: A/r/tography With Student Teachers
Keywords:
minority language pedagogy, linguistic identity, French-language teaching, music, student teacher, risk-taking, a/r/tographyAbstract
By adopting an a/r/tography lens, this text will explore the relationship between music, linguistic identity and education. Through my experiences teaching high school French immersion classes and later my transition to teaching at the Faculty of Education, I will explore the risks and possibilities associated with this methodology. Bringing music into the classroom through a/r/tography can contribute to a heightened interest in the French language and a reinforcement of the francophone identity among students. My own identity journey shows the diversity of dynamic spaces in the field of education and presents the potential for positive exchanges within these spaces for the development of linguistic identity among future teachers and professors.
References
Boulton, A., Grauer, K., et Irwin, R. L. (2017). Becoming Teacher: A/r/tographical inquiry and visualising metaphor. Internationa Journal of Art & Design Education, 36(2), 200–214. https://doi.org/10.1111/jade.12080
Carreira, J. M. (2011). Relationship between motivation for learning EFL and intrinsic motivation for learning in general among Japanese elementary school students. System, 39(1), 90–102. https://doi.org/10.1016/j.system.2011.01.009
Field, R. F. (2008). Identity, community, and power in bilingual education. Dans N. H. Hornberger (dir.), Encyclopedia of language and education (2e éd., vol.5, p. 1539–1551). Springer. https://doi.org/10.1007/978-0-387-30424-3_117
Goldberg, M. R. (2012). Arts integration: teaching subject matter through the arts in multicultural settings (4e éd.). Pearson.
Howard, P., Becker, C., Wiebe, S., Carter, M., Gouzouasis, P., McLarnon, M., Richardson, P., Ricketts, K., et Schuman, L. (2018). Creativity and pedagogical innovation: Exploring teachers’ experiences of risk-taking. Journal of Curriculum Studies, 50(6), 850–864. https://doi.org/10.1080/00220272.2018.1479451
Irwin, R. L. (2013). Becoming a/r/tography. Studies in Art Education, 54(3), 198–215. https://doi.org/10.1080/00393541.2013.11518894
Kim, J., et Choy, D. (2008). Learning to toot your own horn: Preservice teachers integrating music into a childhood classroom. Journal of Research in Childhood Education, 22(4), 405–423. https://doi.org/10.1080/02568540809594636
Leggo, C., Sinner, A. E., Irwin, R. L., Pantaleo, K., Gouzouasis, P., et Grauer, K. (2011). Lingering in liminal spaces: a/r/tography as living inquiry in a language arts class. International Journal of Qualitative Studies in Education, 24(2), 239–256. https://doi.org/10.1080/09518391003641908
MacIntyre, P. D., Burns, C., et Jessome, A. (2011). Ambivalence about communicating in a second language: A qualitative study of French immersion students’ willingness to communicate. The Modern Language Journal, 95(1), 81–96. https://doi.org/10.1111/j.1540-4781.2010.01141.x
Mehr, S. A., Singh, M., York, H., Glowacki, L., et Krasnow, M. M. (2018). Form and function in human song. Current Biology, 28(3), 356–368.e5. https://doi.org/10.1016/j.cub.2017.12.042
Norton, B. (2008). Identity, Language Learning, and Critical Pedagogies. Dans N. H. Hornberger (dir.), Encyclopedia of language and education (2e éd., vol.5, p. 1811–1823). Springer. https://doi.org/10.1007/978-0-387-30424-3_138
Poorsoltan, K. (2012). Artists as entrepreneurs. International Journal of Entrepreneurship, 16, 77.
Prendergast, M., Gouzouasis, P., Leggo, C., et Irwin, R. L. (2009). A haiku suite: The importance of music making in the lives of secondary school students. Music Education Research, 11(3), 303–317. https://doi.org/10.1080/14613800903144262
Trinick, R. M. (2012). Sound and sight: The use of song to promote language learning. General Music Today, 25(2), 5–10. https://doi.org/10.1177/1048371311402066
Association canadienne d’éducation de la langue française. (2011, septembre). Des enfants en art: La contribution des arts et de la culture à la construction identitaire. https://acelf.ca/wp-content/uploads/2021/04/Trousse-Fiches_Des-Enfants-En-Arts.pdf
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 McGill Journal of Education / Revue des sciences de l'éducation de McGill
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those wishing to reproduce all or part of any material published on this website are asked to email mje.education@mcgill.ca for permission and to acknowledge the McGill Journal of Education as the original source.
Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.
A copy of our standard form may be requested from mje.education@mcgill.ca
