Autobiographical Case Study on Teaching, Learning Language, and Culture

Justin Saldana*

Autobiographical Case Study on Teaching, Learning Language, and Culture.

This autobiographical narrative focuses on my life experiences learning two languages as well as the cultures. It acts as an archive from which I elicit evidence in exploring issues and themes related to learning language and culture, particularly those issues and themes relating to the complex dynamics of context. It explores factors influencing learning language/culture, such as subjective
constructions and interpretations of teachers and learners, cultural, social, geographical, political, and local community aspects.

Using relevant literature, and an autobiographical narrative, this paper examines and deconstructs instances in my life, which provide a platform for the development of new knowledge, both as a teacher and as a student, related to the learning and teaching of language and culture.

Thus, I examine and revisit three instances in my life in an effort to derive understanding and provide insight into the complex constitution of context, its complex dynamic, and its relation to the process of learning and teaching language and culture. Finally, through reflection on the examined literature and a discussion on the content of the autobiographical narrative, I
examine the link between the complexities of context and the acquisition of language and culture.

This rate of expansion created educational opportunities for many children. However, there also were issues related to the shortage and training of teachers. Under these circumstances,
teachers in urban areas were better trained, had more experience, and the program and curricular offerings involved more choice for students. Schools in rural areas and in colonias habitacionales often had teacher shortages and less choice in curricular offerings.

When I turned 5-years-old I started school in first grade, as there was no preschool or kindergarten. Being the 4th out of eight children, and having my older siblings attend school before I did, I already had a basic level of literacy when I started formal schooling. My siblings taught me how to read, write and do math, using their government schoolbooks when I was 3-4-years-old.
This had been the intent of the free textbooks, and that of standardizing the federal primary curriculum.

Soc Behav Res Pract Open J. 2020; 5(1): 10-18. doi: 10.17140/SBRPOJ-5-122