Identity and Investment: A Critical Exploration of English Major Students’ Perceptions of Learning and Using English Language in Contemporary China

Abstract

Abstract This study is contextualized onto three levels- the macro-level globalized context, the meso-level national context, and the micro-level of school contexts. Under the influence of these different contexts, this study is designed as a phenomenological study with the aim to understand the phenomenon of English learning and using perceptions, investment, and identity constructions of ten English major students in China through semi-structured interviews. In order to fulfill that goal, Darvin and Norton (2015)’s model provides a solid theoretical foundation for the researcher to investigate this critical educational phenomenon. The findings of the study include not only how participants reflect on their English learning experiences at different learning stages, but also how they exert their sense of agency and re-construct their English language identity in new environment. Findings also show the power of native English as a form of capital and the influence of authoritative voices on students’ perceptions and language identity while students enter and transfer their English learning to teaching trajectories. By providing a critical and multi-layered approach, this study demonstrates how Chinese educational system institutionalizes native English and thus shapes English major students in China.