Affordable Access

Publisher Website

Using language ideology and positioning to broaden the SLA learner beliefs landscape: The case of an ESL learner from China

Authors
Journal
System
0346-251X
Publisher
Elsevier
Publication Date
Volume
39
Issue
3
Identifiers
DOI: 10.1016/j.system.2011.07.007
Keywords
  • Learner Beliefs
  • Language Ideology
  • Positioning
  • Discursive
  • Emic
  • Ethnographic
  • Learning Outcomes
Disciplines
  • Anthropology
  • Linguistics
  • Psychology

Abstract

Abstract Departing from the view that learner beliefs are mental traits and in keeping with the discursive turn in SLA ( Kalaja, 1995, 2003; Young, 2009), I argue that SLA learner beliefs research can be advanced through the use of two constructs – language ideology and positioning – that originate from linguistic anthropology and discursive psychology, respectively. Applying these two constructs to a year-long ethnographic case study based in a Singapore secondary school, I investigate how the language ideologies and positioning of a 16-year old immigrant ESL learner from China ultimately impacted her language learning outcomes. To illustrate this, I draw on audio-taped interview and video-taped interaction data involving her. This study supports the view that a contextual approach to examining learner beliefs affords a refined understanding of beliefs through an emic perspective.

There are no comments yet on this publication. Be the first to share your thoughts.