The paper brings to the surface students’ language learning dis-ease with a number of factors which impede their smooth movement toward SLA and argues that it is exactly at the intersection between an often too-distant-to-be-reached Self and a too easy-to-be-dropped one that language educators may play their role connecting the distance via forms of epistemological nourishment that from the linear and superficial textuality of the language digs into the psychological force of achievement that each student owns. Students cannot succeed in their language effort by themselves, it is not easy for anyone to disclose the set of beliefs that hide behind surface behaviors, fears, or entangling forms of anxiety. Educators may then be of help functioning as virtual mirrors and allow students to finally see what is masked behind a dysfunctional personal belief manifested through inefficient language learning actions. In so doing, the belief may be readjusted, the appropriate key to solve the impasse identified, and students functionality in SLA emerge in its fullness.

Crossing roads crossing identities

LANDOLFI, Liliana
2014-01-01

Abstract

The paper brings to the surface students’ language learning dis-ease with a number of factors which impede their smooth movement toward SLA and argues that it is exactly at the intersection between an often too-distant-to-be-reached Self and a too easy-to-be-dropped one that language educators may play their role connecting the distance via forms of epistemological nourishment that from the linear and superficial textuality of the language digs into the psychological force of achievement that each student owns. Students cannot succeed in their language effort by themselves, it is not easy for anyone to disclose the set of beliefs that hide behind surface behaviors, fears, or entangling forms of anxiety. Educators may then be of help functioning as virtual mirrors and allow students to finally see what is masked behind a dysfunctional personal belief manifested through inefficient language learning actions. In so doing, the belief may be readjusted, the appropriate key to solve the impasse identified, and students functionality in SLA emerge in its fullness.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11574/112616
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