Abstract
ABSTRACT Transnational movements raised by globalization to a status of normality, let alone to absolute necessity, have reshaped the world and social practices (VERTOVEC, 2007; WEI & HUA, 2013). As a social practice, language dimension acquires a renewed importance in the way people use and consume languages functioning as an agent in the exercise of social and political power. Language ideologies, whether individual or socioculturally constructed, may be a source of empowerment or, conversely, disempowerment, forging asymmetries in the way people consume languages. Thus, the pursuit of autonomy in language learning with the combination of its technical, psychological, sociocultural and political dimensions constitutes a space for (inter)personal emancipation and social transformation. Our theoretical framework emphasizes the collective aspects of learner autonomy, based on the sociocultural autonomy concept (OXFORD, 2003). Drawing on Bakhtin's (1929/2006;1981) and Vygotsky's (1991) contributions used as groundwork for research in learner autonomy and in consonance with ideas of fluid and hybrid identities (HALL, 1992; BAUMAN, 2005; MOITA LOPES, 2006), this paper discusses agency, empowerment and identity through sociocultural autonomy development in multicultural environments. This chapter, then, is an attempt to show issues of empowerment, autonomy and agency being processed across real-life social language practices. Its findings and results come from two research projects conducted by the authors in two different contexts but related to the same research interest. Both projects aimed to analyze language learning autonomy, agency and empowerment in the continuous process of learners (re)constructing their identities, while learning a second language. Data generation was based on interviews with two speakers of Brazilian Portuguese and learners of English as an additional language, while taking part in exchange programs for international mobility - one of them in the U.S and another one in Australia. Results show that both participants seem to reframe their multiple identities, so that they can adapt and readapt themselves to the new communities of practice (COP), in which they have emerged. Factors like agency, empowerment and sociocultural autonomy seem to be essential and decisive in this process of reframing identities.
Highlights
Transnational movements raised by globalization to a status of normality, let alone to absolute necessity, have reshaped the world and social practices (VERTOVEC, 2007; WEI & HUA, 2013)
Concerning the learning of a new language, it is possible to connect it to these two concepts of sociocultural autonomy proposed by Oxford Learners of a new language, motivated by their imagined communities, slowly make efforts to be accepted in that communities of practice (COP), as they master their new language practices through interaction with members who are linguistically more proficient
This legitimation leads to more opportunities for language practices and, language learning. As this legitimation by members of the community happens, naturally, these new members start to access wider opportunities in the social scale. In this deep and challenging net of factors, learners of the new language seem to develop their sociocultural autonomy, which involves much more than individual aspects of the learner only, but a whole array of factors embedded in collective aspects of a community of practice
Summary
“Who in the world am I? Ah, that’s the great puzzle.” Lewis Carroll. Alice in Wonderland. The projects in question were conducted separately by the authors in two different contexts but related to the same research interest Both projects aimed to analyze language learning autonomy, agency and empowerment in the continuous process of learners (re)constructing their identities, while learning a second language. The two narratives presented as case studies illustrate how the search for a legitimate voice through language learning within the COPs in which the Dossiê participants have emerged in, have led to the reframing of their identities This transformation process could not be more representative of engagement (WENGER, 1998), investment (NORTON, 2000; 2010; 2013; MCKINNEY & NORTON, 2008), agency (NORTON, 2012; 2016) and empowerment (BOURDIEU, 1991; WEEDON, 1997) since the learning experience of our participants, while transformative of what they were and what they have become, was an identity experience. We end the article with some final considerations and future perspectives in the matters approached throughout the paper
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