First and Second Language Acquisition Commons^™

L2 Investment In The Transnational Context: A Case Study Of Prc Scholar Students In Singapore, Chang Liu, Guangxiang Liu

Journal of English and Applied Linguistics

Despite growing research on mainland Chinese international students’ intercultural language learning and adjustment experiences in Anglophone countries, few studies have delved into these students’ socially constructed language learning practices as an essential component of their study-abroad journey, especially in Singapore which shares linguistic and cultural affinities with China. As such, building on Darvin and Norton’s (2015) theory of investment at the intersection of identity, capital, and ideology, this case study focuses on Chinese foreign talent students in Singapore and aims to understand how they invest in learning English as an additional language (L2) and assert their legitimate place in the …

Forming A Global Citizen: Personal Development Through Study Abroad, Anna L. Reiter

Honors Thesis

This literature review examines key benefits of studying abroad, while investigating which elements most contribute to students’ overall success. Current literature suggests that benefits of studying abroad include, but are not limited to, second language acquisition (SLA), identity formation, and intercultural competence. The degree of which each is improved depends on a multitude of variables. SLA improvement is explored via consideration of students’ baseline proficiency level, degree of receptivity of the host country, and length of the study abroad program. Students’ identity formation is explained through the three bases of identity: person, role, and group/social. Finally, intercultural competence in study …

1.5 Generation Korean-American Young Adults' Bilingualism And Their Identity In The U.S., Hanna Kim

Electronic Theses and Dissertations

Since the 20th century, particularly post-1965, there has been rapid growth in the Korean-American population in the U.S. The number of 1.5 generation Korean-Americans has also increased. 1.5 generation Korean-Americans can take advantage of learning both languages and cultures in the two countries which can help them become bilingual and bicultural individuals. However, previous studies about the language experience and identity of Korean-Americans have mainly focused on the first or second-generations (Kang, 2013; M. Park, 2005) rather than 1.5 generations. Some of these studies have focused more on children at an early age (E. S. Park, 2005; Zhou, 1997) instead …

Deaf In Her Own Way: The Role Of Identity In Social Justice Leadership, Judy Drescher

Student Coursework: Ed.D. program

The following fieldwork chronicles the personal and professional trajectory of Cindy Greenspun, a social justice leader at Yale University Library. At the age of eighteen months, Greenspun suffered an illness that resulted in the loss of her hearing and spent nearly the first half of her life fully immersed in the hearing world. Through significant self-reflection and perseverance, Greenspun evolved beyond the binary paradigm of oralism–the exclusive use of speech and lip reading–to ultimately embrace the essence of being both bilingual (speech and sign) and bicultural (hearing and non-hearing). These attributes not only enabled Greenspun to navigate between two distinctly …

English Language Investment: A Qualitative Study On Transitioning Adult Language Learners To Postsecondary And Career Certificate Programs, Colleen Collins Stribling

Graduate Research Theses & Dissertations

This qualitative study elicited and examined the narratives of 15 adult immigrants

learning English in a grant-funded program. The purpose of the study was to listen to student

voices to understand persistence and investment from the perspectives of the students. The study

utilized a process called reciprocal ethnography whereby participants analyzed their journeys

with the researcher to determine what factors in their life histories, experiences, and identities

had led them to invest sufficiently in English as a Second Language (ESL) programs in order to

reach levels of achievement that would allow them to transition into post secondary and career

certificate …

Drama For Social Justice: Embodying Identity And Emotion In Elt, Riah Werner

MA TESOL Collection

In this thesis, the author makes the case that drama is a powerful tool for language acquisition because it develops and engages embodiment, emotion and identity, important aspects of learning and communication that are often neglected in traditional language classrooms. The thesis establishes a theoretical foundation for the use of drama in the social justice-oriented language classroom, reviews research on drama for language learning and describes common drama techniques. The author connects the theories of embodied cognition and multiliteracies to an intersectional model of identity and argues that drama helps students re-examine the way society positions them based on their …

Book Review: Mitchell, R., Tracy-Ventura, N., & Mcmanus, K. (Eds.). (2015). Social Interaction, Identity And Language Learning During Residence Abroad., Roswita Dressler

Comparative and International Education / Éducation Comparée et Internationale

No abstract provided.

Transmigration Experiences Of Newcomers In The Context Of An English-Only Education: Sense-Making By Former Newcomer Ells, Elizabeth Paulsen Tonogbanua

Graduate Doctoral Dissertations

This qualitative interpretive study explored how former newcomer English Language Learners (ELLs) in Boston Public Schools (BPS) made sense of their transmigration experiences through a digital storytelling project. The study fills a gap on transmigration experiences in the context of English-only learning environments, with a particular orientation toward the value of students’ home languages, and in turn, cultures within an urban school setting. The immigrant student population in BPS continues to increase and teachers must be able to understand and plan for newcomers’ specific needs. To this end, my conceptual framework drew on four areas: general educators and their urban …

Beyond Embracing A Multicompetent Self: An Autoethnography Of A Nnest, Seullee Talia Lee

MA TESOL Collection

This article represents the identity transformation process of a non-native English- speaking teacher (hereafter NNEST) in the format of an autoethnography. Through the vignettes of the author, the evidence that English language plays a vital role as cultural capital (Bourdieu, 1991) in expanding circle countries (hereafter ECCs) (Kachru, 1985, 1986) such as South Korea (hereafter Korea) becomes apparent. Also, her narrative adds more credence to how the newly imagined identity options such as multicompetent self and English language teaching (hereafter ELT) professional have a tremendous constructive impact on the personal and professional development of NNESTs. Lastly, this study proposes the …

Not You/Like You, With You: Toward A Praxis Of Love, Learning, And Liberation In Teaching Efl Writing — On Zombies, De-Colonial Feminisms, And Freire In Efl Contact Zones, Jessmaya Morales

MA TESOL Collection

This paper explores EFL writing as a critical contact zone in which identity and subjectivity are found, denied, contested, de/constructed and occupied. The author opens with an account of a dream, utilized as a metaphor to examine EFL learning through the analytical lens of Paulo Freire’s Pedagogy of the Oppressed. The paper’s first section is a self-reflexive discussion of Freire’s pedagogy and why his unambiguous analyses of power, subjectivity, and the “banking system of education” are vital to the field of ELT. In the second section, the author discusses subjectivity, identity, and intersectionality as rooted in the work of …

Cultivating A Rainbow Median Through The Study Of Sexuality In Second Language Acquisition: Identity Construction Of Lesbian Women Native To The Southern Region Of The United States, Elizabeth Walker Graves

Electronic Theses and Dissertations

Despite diverging theories concerning the dissimilarities between male and female speakers, there is a general consensus that there is relevance in the relationship between gender and language, especially when considering the sociolinguistic effects of gender in second language acquisition and for the L2 learner. While there is a wealth of publications dedicated to examining the relationship between gendered roles and language, the idea of superseding the study of gender roles with a more comprehensive and considered study of gender identities has not been as forthcoming until very recently. Furthermore, there is little significant research into the relationship between gender identity …