The Construction of English Learners’ Identity from a Social Perspective and the Effects on their Language Learning Investment
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Redalyc
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| Natura: | Artículo científico |
| Lingua: | en |
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Universidad Santo Tomás
2017
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| _version_ | 1876455696247029760 |
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| author | Maritza Collazos Moná |
| author_facet | Maritza Collazos Moná |
| contents | The Construction of English Learners’ Identity from a Social Perspective and the Effects on their Language Learning Investment Maritza Collazos Moná Luis Fernando Gómez Rodríguez Multidisciplinarias (Ciencias Sociales) Arte política Nelly Richard Jacques Rancière arte latinoamericano 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. 2017 artículo científico 1794-3841 https://www.redalyc.org/articulo.oa?id=413855437006 en http://www.redalyc.org/revista.oa?id=4138 Hallazgos application/pdf Universidad Santo Tomás Hallazgos (Colombia) Num.28 Vol.14 |
| format | Artículo científico |
| id | redalyc_413855437006 |
| institution | Redalyc |
| language | en |
| publishDate | 2017 |
| publisher | Universidad Santo Tomás |
| spellingShingle | The Construction of English Learners’ Identity from a Social Perspective and the Effects on their Language Learning Investment Maritza Collazos Moná Multidisciplinarias (Ciencias Sociales) Arte política Nelly Richard Jacques Rancière arte latinoamericano The Construction of English Learners’ Identity from a Social Perspective and the Effects on their Language Learning Investment Maritza Collazos Moná Luis Fernando Gómez Rodríguez Multidisciplinarias (Ciencias Sociales) Arte política Nelly Richard Jacques Rancière arte latinoamericano 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. 2017 artículo científico 1794-3841 https://www.redalyc.org/articulo.oa?id=413855437006 en http://www.redalyc.org/revista.oa?id=4138 Hallazgos application/pdf Universidad Santo Tomás Hallazgos (Colombia) Num.28 Vol.14 |
| title | The Construction of English Learners’ Identity from a Social Perspective and the Effects on their Language Learning Investment |
| topic | Multidisciplinarias (Ciencias Sociales) Arte política Nelly Richard Jacques Rancière arte latinoamericano |
| url | https://www.redalyc.org/articulo.oa?id=413855437006 |