Critical Language Awareness Journals and Student Identities

Abstract

This article discusses the use of student journals as a means of assessing the intellectual journey taken by students through a postgraduate course in Critical Language Awareness. It shows how students construct their multiple identities in their journals and how these identities are transformed or conserved as they enter a new discourse community. The journals also raise difficult questions for the teaching and learning of Critical Language Awareness; questions like whether or not such awareness increases students' agency or leads to transformative action.