Abstract
Although university EFL students represent a wide array of social and cultural identities, their multiple and diverse identities are not usually considered in foreign language classrooms. This qualitative case study attempted to examine identity conflicts experienced by Iranian EFL learners at the university context. To this end, two Shiraz University students' identities were investigated. Semi-structured interviews were the instruments utilized to collect the necessary data. Findings indicated that despite the close relationship existing between language learning and learners' multiple identities, practitioners made little or no attempt to address their students' identities. This negligence of their identities, in turn, led to their reluctance to engage in classroom activities and their lack of interest in what they learn. Implications of these findings for foreign language teaching pedagogy are also provided.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.