Language Identity Research Articles

Resistances to critical language awareness: understanding the role of social class and double consciousness

ABSTRACT Drawing from students’ reflections, classroom observations, and individual interviews, this study examines the case of a Spanish for Heritage speakers class comprised of Heritage Speakers (HS) and international Latin American students in a predominantly white institution (PWI). Focusing on the development of Critical Language Awareness (CLA) , this study shows the various forms of resistance toward these pedagogies (e.g. withdrawal, class divisions, turning to meritocratic answers, among others) across students of different social classes (upper-middle class, working-class, international students from Latin America). This study demonstrates how students resisted structural explanations around Spanish language maintenance, instead resorting to either meritocratic understandings or the family as the primary locus of language maintenance. The epistemological concept of ‘double consciousness frames the experiences of working-class HSs who struggled between feelings of empowerment through CLA and negative perceptions of their own linguistic practices. These feelings were mediated by the challenge of affirming their language identities in the context of a PWI that privileges upper-middle-class cultural values. The study argues that while CLA begins a process of critical consciousness, we need to pay attention to the contextual factors and dynamics that lead to different forms of resistance.

Mixed Methods Study Protocol: Language Identity, Discrimination, and Mental Health among Multilingual 1.5 Generation Asian/Asian American Immigrant Young Adults.

Language identity, an understudied factor, can influence isolation and discrimination, leading to disparities in well-being and mental health among immigrants. This study aims to investigate the role of language identity on structural racism and discrimination among 1.5 generation Asian/Asian American immigrants in a diverse U.S. state. We developed a three-step sequential approach: Stage 1-qualitative analysis (1A, focus group discussion; 1B, in-depth interviews); Stage 2-quantitative analysis (2A, language identity measurement scale; 2B, cross-sectional online survey; 2C, multivariate multiple linear regression); Stage 3-another round of qualitative analysis (3A, follow-up in-depth chronological interviews). Therefore, this study will contribute to the field by introducing a novel three-step mixed methods approach, marking a notable improvement over conventional explanatory or exploratory sequential designs.

Identity and Language Advocacy: A Critical Collaborative Autoethnography

ABSTRACT Bilingual preservice teachers are uniquely positioned to enter into the figured world of K-12 schools, where many have experienced trepidation in their own education. Preservice teachers who are given opportunities to explore their identities, understand the big picture related to linguistic ideologies, and connect with one another are better able to grow a stronger sense of self. Through critical collaborative autoethnography, a group of undergraduates wrote their personal language identity story and explored, with their professors, their identities as influenced by languages, cultures, and educational journeys. Major findings include highlighting the identity improvisations of college students as they navigate a Primarily White Institution (PWI) dealing with discrimination, bias, and white and English hegemony. Coming together as a group to build student-led groups to be authentically themselves, honor their language and culture, and support their teacher dream created spaces to change the system. This work adds to the literature on the topic with recommendations that show the importance for PWIs to establish communities, networking and advocacy.

An Ethnographic Case Study: Exploring an Adult ESL Learner’s BICS and CALP Proficiency Disparity

This ethnographic case study investigated the disparity in an adult learner's second language (L2) proficiency between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). The learner, well-educated in his first language (L1) Italian, demonstrated higher CALP but lower BICS in L2 English. Data collection spanned 15 weeks and included classroom observations, in-class artifacts, and semi-formal interviews. Two main factors were identified as contributing to the disparity: (1) unbalanced language exposure favoring CALP over BICS and (2) the positive transfer of CALP from L1 outweighing that of BICS. The study found that teacher instruction and learner's language engagement and investment increased exposure to grammar and literacy, thereby enhancing CALP development and facilitating CALP transfer from L1 to L2. However, limited exposure to interpersonal communication practices both inside and outside the classroom led to his underdeveloped BICS. Consequently, the unbalanced proficiency further influenced his second language acquisition. The learner's low BICS level resulted in negative self-positioning, increasing fear of interacting with English speakers and reducing opportunities to acquire the target language in natural interactive environments. Pedagogical implications are provided for adult EFL teaching, emphasizing balanced instruction and interactive and multilingual approaches. The research suggests future directions for supporting bi-/multilingual adults in developing balanced language proficiency and a positive language identity effectively.

Adapting to multilingualism: Persian dubbing strategies in animated films

ABSTRACT The incorporation of foreign language(s) into modern films is an inherent aspectof contemporary filmmaking. Multilingual films impose numerous challenges in the dubbing process. That is probably why research on the translation of multilingual filmscan lead to intriguing results. This study aims to uncover the tendencies in dubbing multilingual animated films into Persian. To achieve this, six multilingual films featuring additional foreign languages alongside the main language, English, were selected. These films were examined to identify potential changes in dubbing approaches over a decade-long period (2013–2022). The framework proposed by Minutella (2021, (Re) Creating Language Identities in Animated Films. Palgrave Macmillan) was adjusted and subsequently applied to the corpus in the current study. The findings revealed fascinatingshifts in Persian dubbing practice. In the earlier years, the third language (L3) was either omitted or substituted with Persian. On the other hand, in more recentyears,these strategies were replaced with techniques aimed at preserving the foreign essence and local nuances portrayed in the original movie. To put it differently, the foreign expressions were repeated in the dubbed versions or preserved to some extent.

Bilingual/ESL preservice teachers’ heritage language and language identity: Evidence from multimodal literacy autobiographies

Analyzing bilingual/ESL preservice teachers' multimodal autobiographies allowed us to investigate the role of one's linguistic/ethnic identities in professional development. Participants were 30 preservice teachers, mostly first-generation college students, in a teacher preparation program. Findings highlighted participants' selection of particular modal resources as they recounted their lived language/literacy history, pointing to participants' response to the language demands of their schooling contexts. Some reported difficult transitions to English-only classrooms, others expressed struggles to maintain their heritage language, and many recounted challenges with language proficiency in either or both languages. These experiences became a lifelong catalyst for pursuing a teaching career.

David Evans, Rationality and interpretation: On the identities of language. London: Bloomsbury, 2022. Pp. 181. Hb. £85.50.

David Evans, Rationality and interpretation: On the identities of language. London: Bloomsbury, 2022. Pp. 181. Hb. £85.50.

Second Language Identity of Chinese Junior High School EFL Learners: Its Construction and Sources

Second Language Identity of Chinese Junior High School EFL Learners: Its Construction and Sources

Profiling the multifaceted identities among multilingual Tibetan college students learning Chinese and English in Xizang

ABSTRACT Language identity has a significant effect on language learning. However, the complex and multifaceted language identities of multilingual learners, especially those from ethnic minority groups such as Tibetan learners in China, remain underexplored. Using Q methodology, this study examined the construction of Chinese, English, and multilingual identities among 48 Tibetan students (25 English majors, 23 non-English majors) studying at a college in Xizang. Five distinct identity profiles emerged: two for the English majors and three for the non-English majors. The results revealed Tibetan students’ strong identification with Chinese and pragmatic views of English and multilingual competencies, especially in terms of career advancement. Further, some students from both groups constructed a general multilingual identity beyond any individual language, in contrast to some non-English majors, who had a more passive outlook toward English and multilingualism due to limited confidence and/or interest in language learning. The findings underscore the need for nuanced language education strategies tailored to diverse identity profiles. The implications of enhancing multilingual education in Xizang and other similar contexts are provided.

Refashioning the Relationship with the Social World: A Nexus Analysis of a Japanese Queer Immigrant’s English Learning in Canada

Drawing on ethnographic data, this article chronicles a Japanese queer immigrant’s English learning experiences in a metropolitan area in western Canada. Informed by sociocultural theories and identity-centred approaches to Second Language Acquisition (SLA) research, I highlight the significance and interconnection between social identity, ideology, and language learner agency in second language (L2) learning, teaching, and education. Over a seven-month span, I investigated two research questions targeting the ideological constraints and potential coping strategies in the key participant’s English learning. Nexus analysis is applied as the methodological framework. Following a three-step procedure, I first illustrate my positionality as a researcher and the rationale of the project. I then conduct critical discourse analysis delving into two featured social actions selected from the database generated through ethnographic observations, semi-structured interviews, and participant’s reflective journals. I conclude with a discussion of how SLA researchers and educational practitioners can better support marginalized immigrants’ L2 learning. Building on this case, I propose an allyship-centred approach in L2 teaching and researching and a model of collaborative working between researchers and educational practitioners to provoke more equitable nexuses of practice in immigrants’ L2 education.

“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark

AbstractSeeking to make upper secondary school physics more relevant and engaging, an online collaborative learning curriculum was designed. Each of the curriculum's lessons was structured as a goal‐based scenario about human scientists on Mars. Video and audio data from the curriculum's implementation in Denmark was collected. This study utilized the theoretical lenses intersectionality, repertoires of practice, and epistemic agency. The use of comics as an analytical tool provided a novel and accessible way to depict the complex dynamics within the physics classroom. It allowed for a multimodal representation of the data and enabled a nuanced examination of the students' interactions. Findings suggest that interactions were shaped by the students' identities and these dynamics shaped their repertoires of practice. Moreover, the interactions had a profound impact on students' epistemic agency in physics. Collaborative learning with a goal‐based scenario can include and empower diverse gender, racial, and language identities. It can also, however, work to disempower and exclude when the hegemonically white and masculine culture of physics is left unproblematized. This leads to the conclusion that if reform‐based science education is untethered from a critical stance on socioscientific issues, students and teachers may reproduce social problems as much as they also may challenge them.

Multilingualism and English: how does L1 affect language attitudes at a trilingual university?

ABSTRACT This study investigates attitudes towards multilingualism and the role of English at the trilingual Free University of Bozen-Bolzano in South Tyrol, Italy. South Tyrol is unusual in that the local minority language, German, holds significant international prestige. This study thus contributes to the literature by filling a gap in studies examining multilingual contexts where the minority language is an important international language beyond the local setting. The research investigates results of a questionnaire yielding 1538 responses administered to students, academic staff and administrative staff, considering in particular how respondents’ L1 influences their responses. The analysis reveals widespread support for English and multilingualism at unibz, consistent with the institution’s longstanding multilingual policy. However, significant differences in support for English are observed across language groups, particularly among speakers of local minority languages, who exhibit comparatively lower levels of support, highlighting a nuanced relationship between language identity and perceptions of language policy. The exception was for responses to questionnaire items addressing multilingualism holistically, which did not vary in a statistically significant way according to the first language. This study contributes to the understanding of language attitudes in multilingual contexts, considering both attitudes to an individual language and to multilingual policies as a whole.

Systematic Review of Scholarly Work on Social Class Identities in Second and Foreign Language Educational Contexts

This paper presents a review of scholarly work on social class identities (SCI) in second and foreign language (S/FL) educational contexts. Of the 94 studies identified, 31 were annotated. Thematic analysis was employed to identify trends elucidating where, what, and how SCI has been conceptualized, theorized, and methodologically designed. Inclusion criteria focused on SCI research in S/FL contexts, while studies examining SCI outside educational settings were excluded. Results indicate a slow-growing interest in SCI and critical theory, with a Europe-Western dominance. SCI has been approached as: a fixed category based on socioeconomic status determining educational and L2 learning factors; a performed sociocultural phenomenon grounded in individuals lived experiences; a process experienced by study-abroad and migrant individuals; and as an element of colonial difference. Research gaps include SCI examination in EFL contexts and from decolonial perspectives, highlighting the need for political action to subvert social inequalities and address colonial wounds related to socioeconomic issues.

Interplay of Language and Identity in Education: Prospection for Urdu and English Language and Second Language Teaching and Learning

Educational contexts are the primary sites for the promulgation of linguistic ideologies and for determining the linguistic market for a language. English language in Pakistan is considered vital for mundane, official, and academic activities hence its learning gains currency in the polity. Conversely, the learning outputs are unsatisfactory which necessitates understanding how English language learners perceive themselves concerning the languages they are taught in the educational context. This study explains the language identity for Urdu (L1) and English (L2) of Pakistani undergraduate English as second language (ESL) learners for institutionally recognized and prescribed languages in the national curriculum to explicate the interplay of language and identity of learners in educational settings. Learners’ demographic profiles (previous education, schooling system, language proficiency, and family’s socio-economic status) were also inquired to understand relationship variation across demographic traits. A validated survey questionnaire was administered to a sample (N=316) comprising male and female students from 28 different programmes at a large public university in Karachi. Descriptive analysis and one-way ANOVA were carried out using the IBM SPSS 22 version. The findings attest to learners’ hybrid identity revealing attachment neither with L1 nor to L2. Learners acknowledged the privileged status of the English language in polity and preferred British English compared to the indigenous variety of Pakistani English [PakE] echoing the language ideologies permeated through the Educational context. They also endorsed English language speaking skills for gaining higher recompenses in society however deluded themselves in code[1]switching instead of practicing speaking skills. Besides, no significant difference was found in the language identity of ESL learners across demographic traits. The study has strong implications for devising language policies for education and adopting pedagogical approaches calling to accentuate language identity as a catalyst in the teaching-learning process and not considering linguistic diversity a barrier in the multilingual context.

Counter-hegemony with English Language

Presented in this article are explications of language ideology and a sociocultural linguistic theory that links language ideologies to language identities with implications for acquiring and using hegemonic English language knowledge. The theory frames analyses of data collected in a study of college students in the People’s Republic of China conducted to discern the impact of national language ideologies promoting the English language. Prior research indicates that students with strong indigenous/local language ideologies and identities commonly adopt anti-hegemonic tactics of linguistic resistance to using the English language exclusively or extensively. Students in this study envisioned markedly uncommon counter-hegemonic tactics where the English language is used to elevate the hegemony of Chinese language.

“In Banmal I Can Just Let My Freak Flag Fly”: Authenticity and Second Language Identity in Korean (Non-)Honorifics

ABSTRACT Honorifics are one of the most difficult aspects of Korean as a foreign language (KFL). Part of this difficulty stems from their highly cultural and indexical nature. Previous studies have shown that while these forms are difficult to acquire, second language (L2) Korean speakers use them in intentional and individual ways. However, studies have not shown how L2 speakers’ use of honorific and non-honorific language is, or is not, authentic to them. This study sought to analyze the relationship between authenticity and L2 identity through L2 Korean speakers’ use of honorific and non-honorific language. Through semi-structured interviews with 10 intermediate and advanced L2 Korean speakers, the results of this study reveal that identity is a mediating factor in authentic (non-)honorific language use. Based on participants’ identities, honorific forms were at times authentic and inauthentic whereas non-honorific forms were only described as authentic.

Understanding parents’ pragmatic and emotional attachments to ‘their' language in multilingual family contexts: exploring self-assessment options for family well-being

ABSTRACT In recent years, the conceptualisation of heritage languages in both family and society has received increased attention, including the motivations behind heritage language maintenance. This paper explores the development of the Heritage Language Identity Questionnaire (HLI-Q) as a tool for facilitating reflective discussions with parents in multilingual family contexts. Informed by preceding studies which established a theoretical framework to help describe parents’ pragmatic and emotional attachments to ‘their’ language within the family context, an initial form of the HLI-Q instrument was administered to 505 participants for further development. Exploratory factor analysis of the resulting data is supportive of the four-factor theoretical model while also yielding a helpfully reduced set of 20 questionnaire items, facilitating further use of the instrument by professionals and parents to help explore their attachments to linguistic heritage within their family contexts. The study contributes an important tool to improve understanding of emotional and pragmatic reasons behind heritage language maintenance, opening up opportunities for family support and further research with specific population groups.

The Position of English in the Linguistic Schoolscapes in an Indonesian Islamic Boarding School

The choice of use of languages ​​in schools, including in the linguistic schoolscapes, represents the contestation of language identities, ideologies, and power. This study looks at the position of English, as opposed to Indonesian, Arabic, and Javanese, in the linguistic schoolscapes in an Indonesian Islamic boarding school in Central Java. A descriptive qualitative method and the theoretical framework of language planning and policy (Spolsky, 2004) are used to analyze the data. The findings show that Javanese and Indonesian are used in daily communication. English and Arabic are taught in the language program. In the signs at the boarding school, English is the second language to be used frequently at the linguistic school cape, after Indonesian, while Javanese, as the students' everyday language, is far behind. The implication of the linguistic school landscape finding in this research is that foreign languages ​​such as English, Arabic, and others considered necessary have the potential to become a new development in language teaching and learning.

Exploring Identity Perception and Bilingual Education Dynamics in Taiwanese University Settings

In an increasingly interconnected world, proficiency in English is becoming indispensable, prompting Taiwanese universities to implement English language requirements ranging from one to four years. This initiative aligns with a national bilingual education program aimed at bolstering the English proficiency of college students to enhance their international competitiveness. Consequently, English-medium instruction has become prevalent in various university courses, facilitated by the Freshman English course serving as a transition to English-mediated teaching. While linguistic development is emphasized, the dynamics of identity perception among students cannot be overlooked, as language identity profoundly impacts their learning experiences and growth. This study delves into the identity perception of college freshmen in Taiwan, where bilingual education is heavily emphasized by the government. The purpose of the study is to investigate how Taiwanese college freshmen perceive their identity as they participate in English language learning. In addition, this study aims to examine the influence of gender and college major on the individual differences in identity perception among college freshmen engaged in English language learning. Employing Gao et al.’s (2005) Likert-scale questionnaire on self-identity change, the research surveyed 360 freshmen from a university in northern Taiwan. Data analysis performed with SPSS includes two stages. At the first stage, descriptive statistics revealed that participants exhibited agreement on self-identity changes in four categories: self-confidence, zero, productive and additive. At the second stage, a multivariate analysis of variance demonstrated significant main effects of gender and major on identity changes. Female students exhibited higher self-confidence, additive and productive changes compared to male students. Furthermore, liberal arts majors experienced more pronounced self-confidence, additive and productive changes than their counterparts in business, science, and engineering majors. A Post Hoc test unveiled significant differences, with business majors scoring higher than science majors in subtractive and split changes, while science majors differed significantly from liberal arts majors in zero change. The study’s implications extend beyond theoretical understanding, informing pedagogical practices to enhance language learning experiences.

Gen Z’s Language Identity and Contemporary Philosophies in the Digital Era

This phenomenological study delved into the lived experiences of Filipino Generation Z (Gen Z) regarding their language identity in the digital age. The study tries to understand how Filipino Gen Z navigates and develops their linguistic identity in the context of modern ideas and the usage of the Filipino language, given the increasing influence of global media and the rapid growth of communication technologies. Using in-depth interviews with 15 purposively selected participants, the themes provide vital insights into how Filipino Gen Z negotiates their cultural and linguistic identity as global interconnection and technological innovations change communication landscapes. Themes included the influence of social media on language preferences, the role of education in shaping linguistic identity, the impact of global media, and participants’ reflections on the intersection between contemporary philosophies and their linguistic choices. The findings help better comprehend the complex interplay between emerging communication paradigms, contemporary philosophical influences, and the preservation of language legacy in the dynamic setting of the digital era.