This article is a narrative account of my learning experiences, especially the time when I was taking a course that focused on trade books (i.e., literature for children and young adults) and on language arts. Told from my perspective as an Asian graduate student in the US, the story of this personal learning experience relies on descriptions of and reflections on the course. Based on semiotics- and inquiry-centered assumptions, the course challenged my prior learning experiences in Taiwan and reshaped me from an outsider to an insider in the classroom. I developed from a positivist practitioner to a constructivist advocate, and from a novice learner who avoided unfamiliar, risky assignments to an experienced student and teacher who has embraced various communicative modes. Finally, the self-told story demonstrates the impact of literacy on learners in the potential for them to change and grow.
|Keywords:||Language Arts, Children’s Literature, Semiotics-Based Instruction, Inquiry-Based Instruction, Narrative Inquiry|
Assistant Professor, The English Language Center, Tunghai University, Taichung, Taiwan
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