THE THEORETICAL BASES FOR EXPERIENTIAL L2 LEARNING PRACTICES BASED ON THE NARRATIVE RECONSTRUCTON OF THE SELF WITHIN A NEW ETHOS AND WORLDVIEW.
'Retelling' empowers patients to see and live their lives differently. -- John McLeod, Narrative and Psychotherapy. London: Sage, 1998. [Head, School of Social and Health Sciences, University of Abertay Dundee]
of Dissociative Identity Disorder?
Potential for multiple personalities; healthy if integrated and willed (trauma-based, automatically triggered) -- F.W. Putnam, Diagnosis and Treatment of Multiple Personality Disorder, 1989.
Philosophical feasibility (sense)
Ricoeur's theorization of moi/soi ('I' versus 'Other, including Me-objectified') (Crawshaw, 2002 )
a. Constructionist view of language acquisition. (Delia et al. 1982)
b. Convergence of narratology and IC theory
Let us examine this last point more closely...
Narrative ≠ recounting, 'acting out' events
(police report: events,
of a sense)
Narrative = 'recounting' or 'acting out' of events in a way that confers an overall existential sense, a “moral, evaluative standpoint” -- McLeod et al. (in press)
judicial, technical narrations:
attribution of motives/causes + attribution of a sense
of motives/causes[?] +
attribution of a sense*
*by convention (Once upon a time...) and simulation based on establishing a climate and a climax (or anti-climax). Like-pitched events seem to lead to a cathartic, meaningful denouement... or to one that denies any meaning (which is still a sense!).
Critical Intercultural Communicative Competence (CICC) is the ability to do this in real-life intercultural interaction: confer shared sense on events.
L2 speakers with CICC confer existential senses on the events they recount, that are 'in line' with their L1 interlocutor's worldview. They react to her/his recounting of events, within the felt existential framework that shaped them.
the same time they are aware of the relativity of their and their
interlocutors' worldviews (and thus accounts of events), and have
unmasked the hidden agendas and (false) ideologies.
One meaning of CICC is, therefore, knowing how to tell a story well within a culture, knowing it's just a story (or a myth).
The L2 learning activities previously listed --
Biography of an L2 double
Becoming an L2 double,
Ethnographic participant observation
-- are based on rewriting oneself within a new cultural framework. Students learn to become good L2 story tellers (not simply commentators of other people's tales).
in a neo-Saussurian perspective...
the intercultural study of English (or any language)
becomes the study of
the sedimentation of instances
of wills to mean in a particular way
that produce classes of ways of being.
the ways of being
manifest themselves through
− body language, emblems and symbols, verbal
language, interactional style, themes, scripts... −
the forms of which are historically motivated (alogical) tokens of historically determined (sedimented) wills to mean.
Identity rewriting, through
Biography of an L2 double... and especially
Becoming an L2 double
Ethnographic participant observation...
these activities enable learners to map experimentally the will
behind the tokens of a community,
otherwise accessible only through endless
talk with me during office hours.
For times and dates:
then click on the word "OFFICE".
University of Rome III