Second Language Learning and Identity: Cracking Metaphors in Ideological and Poetic Discourse in the Third Space
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Second Language Learning and Identity: Cracking Metaphors in Ideo ...

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Therefore, I interpreted and developed further Ivanic’s “possibilities of selfhood” as my third space, although she did not describe this site as the third space.

Wang (2004) questioned, “How can I speak about the unspeakable third space especially in a language not my own?” (p. 146). My way of thinking is circular, so I cannot simply follow a traditional, linear Western academic style, while I am being displaced from my own culture as I experience “transnational living” (Gough, 2004). Gough addressed the provocative notion of estrangement and removing ourselves from our self in the following:

An important function of art is estrangement, defamiliarisation or ‘making strange’ (ostranenie), that is, reviewing and renewing our understanding of everyday things and events which are so familiar that our perception of them has become routinised. Defamiliarisation is based on the assumption that the tactic of surprise may serve to diminish distortions and help us to recognize our own preconceptions. (p. 9)

This study concerns the experiences of four Japanese women students in Canada as they try to negotiate Canadian sociocultural values and learn English. The struggles that my participants and I experienced often dealt with issues of estrangement from hegemonic Canadian values, and it is my hope that my book inspires compassion for difference and dialogue between people from different cultural backgrounds.

Members of dominant groups have always de-fined their subjectivity as mobile, changing, flexible, complex, and problematic—in other words, “safe for de-mocracy.” Whereas the subjectivity of their Others remains uncomplicated, unsophisticated, unproblematic, verifi-able, and knowable—that is, incapable or undeserving of “democracy.” (Trinh, 1999b, p. 48)