Josie Alford Dr.

Suhr-Sytsma Eng 100-000 7 October 2013 Project Two Publication Draft In Paris Zhous personal literacy narrative, she recounts the positive learning experience of finally understanding English through conversational encounters with her English teacher, Michael, and how this experience motivates her to conquer the language barrier between her native language and the English language. In David Sedaris Me Talk Pretty One Day, he describes how he became discouraged to speak French because of the intimidating treatment he received from his tyrannical teacher, but how that experience brought him to a closer understanding of the French language. Zhous and Sedaris narratives both serve as excellent examples of the literacy narratives that Bronwyn T. Williams describes in Heroes, Rebels, and Victims: Student Identities in Literacy Narratives. According to Williams, literacy narratives provide a sense of students prior literacy experiences (333). In these narratives, students adopt and construct identities for themselves and their teachers (Williams, 343). Williams finds that students often identify themselves as lone heroes, who portray themselves as possessing particular characteristics that demonstrate overcoming adversity and becoming successful in a previous challenge (Williams, 344). Williams also notes that students self-perception in their literacy narratives greatly influence the identities they choose to portray for themselves and others, particularly the teacher; students realize that relationships with their teachers influence and shape their own sense of identity(344). The personal narratives of Zhou and Sedaris confirm and provide evidence for Williams argument that issues of identities are directly correlated to literacy narratives. In their narratives, Zhou and Sedaris recount the effects of teachers in their learning environment. Zhous and Sedaris narratives suggest that teachers have a profound i nfluence in

shaping the culture of the learning environment, therefore greatly impacting the success students obtain in understanding and speaking a language. By analyzing Zhous and Sedaris portrayal of themselves as students and their teacher in the learning environment, one may determine the identities of the students and teachers that they establish in their narratives. Through analyzing the identities of the teachers, one may determine the impact the teacher has in the learning environment of Sedaris and Paris literacy narratives. The identities of the teachers perceived by the students directly correlates to the positive or negative impact that the teacher has in the learning environment, which is evident through the use of motivation or intimidation in the classroom. In their personal literacy narratives, Zhou and Sedaris characterize themselves through their experiences of learning a new language, therefore establishing an identity. According to Williams, students adopt a particular identity within their narratives which is evident in the narratives of Zhou and Sedaris (343). Zhou assumes the identity of the hero. In these rise-tosuccess narratives, Williams characterizes the hero identity as overcoming all obstacles to succeed and has the traits of perseverance, self-reliance, and self-confidence which enables the student to succeed in their difficult situation (343). In Paris Zhous narrative, she chronicles her struggle to communicate effectively in English due to fear; her fear to speak English greatly limited her English speaking abilities. In an English speaking conversation, Paris finds herself unable to use my knowledge and dare not try to speak in English. Later in the narrative, she shares her triumph where she gathers the courage to speak in English, thereby breaking down the linguistic barrier and welcoming the garden of English (Zhou). Zhou overcomes her inability to speak English and becomes more and more confident in her English speaking skills, saying I can express my meaning in English without much hesitation and rehearsal in my mind. Zhou encompasses the hero identity in many aspects. She holds the trait of perseverance because she overcomes the obstacle of being fearful to speak English, she is self-confident in the fact that she gathered enough courage to speak English and that she is fluent in the language. Because of her

perseverance and self-confidence, Paris has a feeling of self-reliance because she is now demonstrating her success in the English language by becoming an international student at Emory University and developing English-speaking friends at school. Zhou fully embodies the Williams definition of a hero in a literacy narrative. Sedaris is an example of a student whose identity changes throughout the literacy narrative. Sedaris character transforms from a victim to a hero in his literacy narrative, Me Talk Pretty One Day. In his paper, Williams accounts for shifting identities in the aspect that students write one literacy narrative with emphasis on being a lone hero and a year later write another related literacy narrative where they feature a modified or different identity (343). But Williams does not mention literacy narratives such as David Sedaris, in which a shift in identity occurs within the same narrative. At first Sedaris assumes the identity of a victim, which is what Williams describes as being stigmatized through their literacy experience, particularly in school where the student is the victim of bad or insensitive teaching (Williams, 344). In David Sedaris narrative, Sedaris recounts his experience of learning French with an oppressive and intimidating teacher. Sedaris, at first, is optimistic about learning a new language, but experiences fear and discomfort in the classroom due to his teachers teaching style, which leads him to become afraid of speaking French in public (171). Then through a dynamic change in his narrative, Sedaris evolves into a hero. Sedaris overcomes the teachers demoralizing actions by experiencing a language epiphany, to where he comes to the realization of understanding French, feeling as if the world opened up (173). In these actions and events, Sedaris possess the attributes of perseverance because he defeated his fear of speaking French, thereby encompassing the hero identity. In their literacy narratives, Zhou and Sedaris also construct identities for the teachers. Williams indicates that students construct identities for their teachers because the student realizes that the teacher had a large impact on their overall literacy narrative. The student is in control in the portrayal of their teacher in their narrative, and with this in mind, the way that the student

characterizes the teacher is important in the identity of the teacher in the narrative (344). In Zhous literacy narrative, she characterizes her teacher, Michael, as friendly, happy, and always willing to aid her in improving her English speaking skills. Michael encompasses the nurturer identity that is mentioned by Williams. A nurturer is a person that encourages the growth and development of another. Zhou constructs the nurturer identity for her teacher by demonstrating that Michael assisted her first step toward fluency in English, through engaging he r in English conversation. Michael can also be seen dually as a nurturer and as a hero in Paris narrative. A hero is a person who is idealized for the awesome qualities that they posses. It is clear in Paris narrative that she admires Michael for his ability to accommodate Paris in her language transformation. Zhous own identity of a hero is impacted by Michaels identity as a hero and a nurturer. In Sedaris literacy narrative, Sedaris constructs a villain identity for his teacher. The villain is often the person in the story who imposes malicious acts upon others. Sedaris recalls that his French teacher doesnt have his best interest in mind: she holds a sink or swim mentality, she belittle him in class-The teachers reaction led me to believe that these mistakes were capital crimes in the country of France (170), and she utilizes offensive language such as I hate you (171) in order to discourage Sedaris from his quest of learning a new language. The teachers action led Sedaris into fear and discomfort of learning French (171). The teacher possesses the identity of a villain because she shows no compassion toward her students and she was determined to negatively influence Sedaris dream of learning French. The identity Sedaris molds for his teacher influences the identity Sedaris assumes as a student. The teachers villain identity affects Sedaris victim and hero identities. Sedaris identifies as a victim initially because he feels abused by the vicious treatment he receives from his villainous teacher. But through perseverance, Sedaris understands language, overcoming the oppression brought about by his teacher. The environments in which Sedaris and Paris acquire their new languages encompass a profound influence upon their ability and success to both learning and understanding the

language. Learning environments are mediated by the actions of others in the social setting and the characteristics of the culture in which learning is situated (Lorsbach, Jinks, 158), meaning that the teacher of the learning environment serves as the catalyst that drives the student to either success or failure in understanding a language. In other words, the teacher serves as the symbol of the learning environment. In both Sedaris and Paris narratives, the teacher evidently serves as either a stimulus or impediment of further motivation in understanding a language. The teachers identity perceived by the students in the classroom affects the learning environment in which the students learn a new language. Paris teacher, Michael, as stated earlier embodies the nurturer and hero identities. Because Michael is perceived as a nurturer and hero in Paris narrative, he uses positive motivation in order to encourage Paris to improve her English speaking skills. Michael effectively handles Paris second-language anxiety by gently reaching out to her and offering additional help so she can improve her English speaking. Michaels positive, motivational approach towards Paris initial freight of speaking ameliorated her ability to speak the language, dispelled her fear of English, and encouraged her to stay motivated in learning English. Paris experience with Michael created a positive learning environment due to Michaels effective encouragement of Paris to speak English. Through Paris encounters with Michael, she has experienced a dynamic change in how she views the English language, from describing how English is at best an undesirable dessert to welcoming the garden of English. Sedaris French teacher, as the villain, uses negative motivation, such as intimidation, in order to scare her students into learning French, which demoralizes Sedaris vision of having some understanding of French. Intimidation creates fear and discomfort (171) as Sedaris describes, and works as a false, yet ineffective motivator in learning a new language. Intimidation depends on the oppressors feeling of entitlement or dominance, not on their wanting their student to effectively learn the language. The intimidation displayed by his teacher upon Sedaris caused him to become demotivated and discouraged to conquer his goal of learning French. It is clear through analyzing the teachers identity, one can determine their role in the learning environment,

and realize that teachers have a deep influence on whether or not a learning environment is effective in motivating a student to understanding a language.

Works Cited Sedaris, David. Me Talk Pretty One Day. New York: Little, Brown &, 2000. Print. Lorsbach, Anthony W., and Jerry L. Jinks. Self-Efficacy Theory And Learning Environment Research . Springer. Kluwer Academic Publishers, 1 Mar. 1999. Web. 30 Sept. 2013. <http://download.springer.com/static/pdf/592/art%253A10.1023%252FA%253A1009902810926.pdf? auth66=1380687556_98bfcb80b0fc40c92b0154ea4915b79f&ext=.pdf>. Williams, Brownwyn T. "Heroes, Rebels, and Victims: Student Identities in Literacy Narratives." Journal of Adolescent & Adult Literacy (2003): 342-45. Print. Zhou, Paris. English 101. Paris Zhou Weebly. Weebly, n.d. Web 25 Sept. 2013.