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In:Linguistic Approaches to Emotions in Context
Edited by Fabienne H. Baider and Georgeta Cislaru
[Pragmatics & Beyond New Series 241] 2014
► pp. 331–346

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Language learning and making 
the mundane special

 | King’s College London, UK
Published online: 13 March 2014
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https://doi.org/10.1075/pbns.241.19cof
In this article I examine ways in which emotional distance is narrated in autobiographical accounts of language learning and then I suggest how these insights might inform the pedagogic goal of integrating creativity and emotion in language teaching. Citing extracts from autobiographical interviews (with British adults who had learnt French or German) I show how learners valorize the language learning experience, both linguistically (through ludic engagement with new semiotic resources) and culturally (through self-positioning as cosmopolitan outsiders). My claim is that this type of narrative analysis may help us to understand how some learners construct and negotiate interactions with foreign language, not based on communicative efficacy but on engagement with the symbolic aspects of wordplay and reconfiguring one’ s relationship with language.
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Peck, Catherine & Lynda Yates
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Ros i Solé, Cristina
2019. Re-visiting the unhomely through languaging. Language and Intercultural Communication 19:1 ► pp. 38 ff. DOI logo

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