Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision

2019 ◽  
pp. 411-429
Author(s):  
Deak Kirkham
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Sociocultural Theory ◽  
English Language ◽  
Learner Identity ◽  
Identity Studies ◽  
Learning Journey ◽  
Global Language ◽  
Sociocultural Interaction

Under the assumption of sociocultural theory (e.g. Lantolf 2005), language learning is both a highly individual and contextual phenomenon. In the specific case of English as a global language, the complexities are compounded. Recent insights from identity studies (e.g. Mercer 2011) further enrich the domain. This chapter offers a novel framework, the SCERT model, for conceptualising the interactions between learner identity and sociocultural interaction in specifically Anglophone contexts. The model provides a framework for constructing workable curricula which will support HE learners' language learning journey in Anglophone study contexts.

Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision

2017 ◽  
pp. 293-311
Author(s):  
Deak Kirkham
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Sociocultural Theory ◽  
English Language ◽  
Learner Identity ◽  
Identity Studies ◽  
Learning Journey ◽  
Global Language ◽  
Sociocultural Interaction

Under the assumption of sociocultural theory (e.g. Lantolf 2005), language learning is both a highly individual and contextual phenomenon. In the specific case of English as a global language, the complexities are compounded. Recent insights from identity studies (e.g. Mercer 2011) further enrich the domain. This chapter offers a novel framework, the SCERT model, for conceptualising the interactions between learner identity and sociocultural interaction in specifically Anglophone contexts. The model provides a framework for constructing workable curricula which will support HE learners' language learning journey in Anglophone study contexts.

The “other(ing)” costs of ESL

2008 ◽  
Vol 18 (1) ◽  
pp. 91-108 ◽  
Author(s):  
Ena Lee
Keyword(s):  
Language Learning ◽  
English Language ◽  
Mainland China ◽  
Language Education ◽  
Economic Benefits ◽  
Secondary English ◽  
Language And Culture ◽  
Post Secondary ◽  
Student Identities ◽  
Global Language

While the commodification of English as a global language may give rise to varying degrees of political and economic benefits for language learners, a simultaneous “cost” of this return may be a continued perpetuation of various forms of hegemony. In this vein, this one-year case study investigated a Canadian post-secondary English as a Second Language (ESL) program that analyzed the interconnections between language and culture through a critical dialogic approach. Classroom observations, however, revealed that disjunctions existed between the pedagogy as it was conceptualized and the practices of the instructors teaching there and suggested that the “critical” discourses mediated within the language classrooms essentialized culture and, subsequently, the identities of the students. This paper presents the voices of students from Mainland China as they attempted to negotiate their local and global identities within the larger sociopolitical contexts of the English language, generally, and English language education, in particular. I argue that classroom discourses can (re)create subordinate student identities, thereby limiting their access not only to language-learning opportunities, but to other more powerful identities. This paper thus highlights how ESL pedagogies and practices might address and contest hegemonic discourses and concomitantly reimagine student identities in more emancipatory ways.

scholarly journals Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Rogers ◽  
Kristen Weatherby
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Social Aspect ◽  
English Language Learning ◽  
Learning Platform ◽  
Global Language ◽  
The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.

scholarly journals Challenges and accomplishments of ELT at primary level in Chile: Towards the aspiration of becoming a bilingual country.

2016 ◽  
Vol 24 ◽  
pp. 82 ◽  
Author(s):  
Malba Barahona
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
School Level ◽  
Primary Level ◽  
Support Materials ◽  
Qualified Teachers ◽  
Lower Socioeconomic ◽  
Global Language ◽  
Primary School Level

This paper explores the policy development supporting the implementation of English language teaching (ELT) in Chile at primary level over the last two decades. This policy—which made English instruction compulsory for all Chilean students from fifth grade—has had to deal with a series of significant challenges since its introduction. One key impediment has been the lack of qualified teachers of English at primary school level. In addition, in a crowded curriculum, English teaching has been often allocated inadequate number of hours to facilitate successful language acquisition. Further, suitable learning resources and support materials—especially designed for young learners—have often been limited. Nevertheless, it can be argued that the broader offering of English, particularly at the primary level, has had an important democratising effect. It has been somewhat effective in allowing children from lower socioeconomic backgrounds to access a global language and a potential world of opportunities previously only available to students attending wealthy private institutions. Data suggests that this policy has had some impact in establishing educational foundations for broader access to more advanced language learning for all students in Chile. However, equally it demonstrates further resources and support for teachers and teaching is essential to realise this potential.ation of English language teaching (ELT) at primary level has had to confront a series of challenges since its introduction. One key difficulty has been the lack of qualified teachers of English at primary school level. In a crowded curriculum, English teaching has been often allocated inadequate number of hours for successful language learning. In addition, suitable learning resources and support materials— especially designed for young learners—are often unavailable.  At the same time, it is undoubtedly the case that English being taught at the primary level has had an important democratising effect, with children from lower socioeconomic levels being afforded access a global language and a potential world of opportunities. This has furnished significant foundations for broader social access to more advanced language learning for all students in Chile. 

scholarly journals English As Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language

2021 ◽  
Vol 12 (2) ◽  
pp. 22-30
Author(s):  
Haida Umiera Hashim ◽  
Melor Md Yunus ◽  
Helmi Norman
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
English Language Learning ◽  
Number Of Children ◽  
Learning Journey ◽  
The World

To this date, there has been an increasing number of children across the globe diagnosed with an autism spectrum disorder. There has been much literature that discussed the issues and obstacles common learners face in their English language learning journey. Yet, not much spotlight and acknowledgment were given to the learners with Autism in their voyage of English language learning. In conjunction to that, this paper intends to investigate the obstacles that the learners with Autism face in their English as secondary language learning. In addition to that, teachers are not to be forgotten as teachers are also believed to be playing a role in learners with Autism’s English as a second language(ESL) learning process which is why this research also intends to investigate the challenges faced by the teachers who are in charge of teaching learners with Autism. A qualitative research with the observation and interview as the instruments represents this research. This research involved two Autism Centres located in an urban area in Malaysia. The observation and interviews were conducted with forty-five learners with Autism and fourteen teachers. The findings have gathered that the world of Autism Spectrum Disorder is indeed full of obstacles and challenges but none that could not be overcome. It is believed that this research will provide a better insight of the real world of ESL teaching and learning among learners with Autism. Discussions and recommendations are further explained in this research.

scholarly journals Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical Autoethnography

2019 ◽  
Author(s):  
Pramod Sah
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
English Language ◽  
Native Speaker ◽  
Personal Narratives ◽  
Academic Discourse ◽  
Power Dynamics ◽  
Adjustment Difficulties ◽  
The Uk ◽  
Discourse Socialization

In this age of rising animosity to newcomers in host societies, study abroad students are often reported to receive maltreatment and discrimination. To this end, I conducted a critical autoethnographic study that responds to the trajectory of my English language learning in the UK and explores my adjustment difficulties and factors such as racialized linguistic discrimination. It also reveals the types of agency that I employed in the process of academic discourse socialization and unpacks causes and processes of renegotiating and reconstructing my identity as a learner and user of the English language. The data for this study was gathered from Facebook posts, written assignment feedback, and my personal narratives and memory. The study reveals that upon finding myself in a community different from what I had imagined prior to my sojourn and with contested power dynamics between local peers and international students in classroom discourse socialization, I became disappointed and stressed and that, in turn, obstructed my learning process. However, my personal investment and agency later led me to develop my own community of practice with those who shared similar linguistic and cultural backgrounds. Meanwhile, I received what seemed to me to be racial discrimination based on my identity as a non-native speaker of English, which was the result of a scaler politics of English and perhaps blatant racism toward a student of a third-world country that saw my use of English as inferior. Therefore, the study invites institutions in host countries to reflect on their language orientation and how it is responsive (not responsive) to newcomers.

scholarly journals English Language Learning of Indonesian Students during Study Abroad Program in Australia

2019 ◽  
Vol 1 (1) ◽  
pp. 27-40
Author(s):  
Sabaruddin Sabaruddin
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Identity Transformation ◽  
Cultural Learning ◽  
English Language Learning ◽  
Study Overseas ◽  
Study Abroad Program

This article discusses how the transformation of identity and cultural learning influence the English language learning of Indonesian students during their study program. This article is divided into three different sections of discussions in order to elaborate this issue comprehensively. Firstly, the identity change during the study abroad program is discussed by utilising the concept of identity. Subsequently, the process of identity transformation of Indonesian students during their study abroad is further elaborated through the identity movement theory. Secondly, the process of cultural learning during study abroad program is explained regarding English language learning of Indonesian students. Thirdly, how the students’ identity transformation and cultural learning impact on English language learning is also be analysed. In conclusion, the role of identity transformation and intercultural learning is significant in the enhancement of English language proficiency of the students during the study overseas program. Furthermore, the process of English language learning transforms the students’ identities through the students’ engagement in the new sociocultural condition. The transformation of students’ identity occurs in three steps of identity movement which are molar, molecular and line of flight identity. The transformation also lies in intercultural learning which later develops the students’ intercultural awareness and understanding. That is to say, study overseas can transform the students’ identity and facilitate cultural learning in which both are beneficial in enhancing the English language proficiency of the student. Besides that, study abroad program also constructs difference between individuals who pursue study overseas and who do not.

scholarly journals Learner Beliefs and Language Proficiency in SA Context: A Case study of Chinese Students Taking Pre-sessional Language Course in the UK

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Li Xin ◽  
Zhang Jiayi
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Chinese Students ◽  
Structured Interviews ◽  
Learner Beliefs ◽  
Combining Data ◽  
The Uk ◽  
The University

<p>This study seeks to explore the interrelation between learners’ beliefs and language proficiency in study abroad (SA) context. The participants of this study consisted of 30 Chinese students who were taking the pre-sessional language course at the University of Sheffield in the UK. Combining data from the questionnaires, semi-structured interviews and test scores, the current study tries to answer three research questions: (1) Do learners’ beliefs change in the SA context? If so, in what ways? (2) Does learners’ language proficiency change in the SA context? If so, in what ways? (3) What is the relationship between learners’ English language proficiency and their beliefs about language learning?</p>By investigating learners’ beliefs change in SA context and how such change impacts on their language learning behavior and outcomes, it is hoped that students can have a more fruitful study-abroad sojourn.

Relation between Socio-economic Status and Motivation of Learners in Learning English as a Foreign Language

2016 ◽  
Vol 6 (4) ◽  
pp. 742 ◽  
Author(s):  
Ali Akbar Khansir ◽  
Naeimeh Jafarizadegan ◽  
Fatemeh Karampoor
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Economic Status ◽  
Strong Relationship ◽  
Socio Economic Status ◽  
Global Language ◽  
The One ◽  
Learning English

The purpose of this article is to discuss Relation between Socio-Economic Status and Motivation of Learners in Learning English as a Foreign Language, in Iran.  Motivation has played an important role in global language activity, and it has been as one of the real strategies used in foreign language setting in general and in English language as a foreign or second language in particular. We are, English language teacher have never neglected motivation and its relation with socio-economic status in teaching and learning English language in classrooms. In this work, investigators selected two hundred and thirty Iranian learners who studying in third grade high school in Boushehr city. In this article, both female and male students of ten high schools were participated in order to collect data. The one of instruments of this study is designed based on Garnder’s AMTB (1985). The AMTB questionnaire utilized in the study consists of the sections: Integrative component; Motivation component; Orientation component. Another instrument of this paper is designed based on Bourdieu’s (1986) in order to collect data from family socio-economic status of students. The finding of this paper indicated that most of the independent variables especially economical capital has appositive relation with motivation in EFL learning. In addition, the results of the study revealed noticeable evidence of the existence of a strong relationship between socio-economic status and motivation in language learning (English as a FL).

Images of “good English” in the Korean conservative press

2010 ◽  
Vol 1 (2) ◽  
pp. 189-208 ◽  
Author(s):  
Joseph Sung-Yul Park
Keyword(s):  
Language Learning ◽  
English Language ◽  
Native Speakers ◽  
Class Privilege ◽  
The Media ◽  
Native Speakers Of English ◽  
Global Language ◽  
Symbolic Resource ◽  
Unequal Opportunities ◽  
Relations Of Power

In South Korea, English as a symbolic resource frequently mediates relations of class, privilege, and authority, and the Korean media play a significant role in the negotiation of the place and meaning of English in the country. This paper identifies interdiscursivity (Agha and Wortham 2005) as an important semiotic mechanism for this process, and illustrates this through texts of the conservative print media which rationalize the privileges of Korean elites by representing them as successful learners of English. This paper identifies three distinct yet interrelated processes of interdiscursivity that accomplish this work. First, the process of spatiotemporal extension links geographically and temporally distant communicative events with the here-and-now, setting up the relevance of the English language within local social context. Second, the process of recursivity (Irvine and Gal 2000) reapplies global oppositional relations locally so that the linguistic legitimacy of native speakers of English comes to serve as a basis for local elites’ authority. Third, the process of mediatization (Johnson and Ensslin 2007) allows the media institution to selectively highlight the achievements of elite learners while erasing the problems of unequal opportunities for English language learning in Korea. Together, the three interdiscursive processes in the texts naturalize the linguistic legitimacy of elite learners of English, thereby justifying and reproducing the structure of the linguistic market in which the global language of English indexes local relations of power and privilege.

Sign in / Sign up

Export Citation Format

Share Document