The Construction of English Learners’ Identity from a Social Perspective and the Effects on their Language Learning Investment
This case study examined how a group of seventh graders constructed their language learners’ identity in an EFL classroom at a public school in Bogotá, Colombia. Data related to students’ behaviors and identity were collected through field notes. Also, students’ opinions about their own social statu...
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Universidad Santo Tomás, Bogotá-Colombia
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ir-11634-260242021-03-18T20:19:48Z The Construction of English Learners’ Identity from a Social Perspective and the Effects on their Language Learning Investment Collazos Moná, Maritza Gómez Rodríguez, Luis Fernando This case study examined how a group of seventh graders constructed their language learners’ identity in an EFL classroom at a public school in Bogotá, Colombia. Data related to students’ behaviors and identity were collected through field notes. Also, students’ opinions about their own social status as language learners were collected through a questionnaire and interviews. Data were analyzed in light of Norton’s theory of identity and investment from a social perspective. Findings indicate that participants were reluctant English learners because of several social factors such as their socioeconomic situation, academic and family demands, and the imposition of power relationships in the classroom. Consequently, participants created strategic, unstable, and contradictory English learners’ identities when facing those social conflicts in the classroom while invested poorly in the learning process. 2019-06-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://revistas.usantotomas.edu.co/index.php/hallazgos/article/view/4340 spa https://revistas.usantotomas.edu.co/index.php/hallazgos/article/view/4340/4104 Derechos de autor 2018 Hallazgos http://creativecommons.org/licenses/by-sa/4.0 application/pdf Universidad Santo Tomás, Bogotá-Colombia Hallazgos; vol. 14, n.º 28 (julio-diciembre 2017) 2422-409X 1794-3841 Hallazgos; Vol. 14, Núm. 28 (july-december 2017) |
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Universidad Santo Tomas |
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Español (Spanish) |
description |
This case study examined how a group of seventh graders constructed their language learners’ identity in an EFL classroom at a public school in Bogotá, Colombia. Data related to students’ behaviors and identity were collected through field notes. Also, students’ opinions about their own social status as language learners were collected through a questionnaire and interviews. Data were analyzed in light of Norton’s theory of identity and investment from a social perspective. Findings indicate that participants were reluctant English learners because of several social factors such as their socioeconomic situation, academic and family demands, and the imposition of power relationships in the classroom. Consequently, participants created strategic, unstable, and contradictory English learners’ identities when facing those social conflicts in the classroom while invested poorly in the learning process. |
format |
Artículo (Article) |
author |
Collazos Moná, Maritza Gómez Rodríguez, Luis Fernando |
spellingShingle |
Collazos Moná, Maritza Gómez Rodríguez, Luis Fernando The Construction of English Learners’ Identity from a Social Perspective and the Effects on their Language Learning Investment |
author_facet |
Collazos Moná, Maritza Gómez Rodríguez, Luis Fernando |
author_sort |
Collazos Moná, Maritza |
title |
The Construction of English Learners’ Identity from a Social Perspective and the Effects on their Language Learning Investment |
title_short |
The Construction of English Learners’ Identity from a Social Perspective and the Effects on their Language Learning Investment |
title_full |
The Construction of English Learners’ Identity from a Social Perspective and the Effects on their Language Learning Investment |
title_fullStr |
The Construction of English Learners’ Identity from a Social Perspective and the Effects on their Language Learning Investment |
title_full_unstemmed |
The Construction of English Learners’ Identity from a Social Perspective and the Effects on their Language Learning Investment |
title_sort |
construction of english learners’ identity from a social perspective and the effects on their language learning investment |
publisher |
Universidad Santo Tomás, Bogotá-Colombia |
publishDate |
2019 |
_version_ |
1712105763456942080 |
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12,131701 |