Expression of National Identity of Pre-school Lithuanian Children in Emigration

Montvilaitė, Sigita; Mazolevskienė, Aldona; Kerulienė, Ieva

doi:10.1016/j.sbspro.2015.07.266

Cited by 6 publications

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“…Despite the significant importance of local materials in the teaching of English, especially for secondary college students who are in the age of identity search and development, studies on how local stories influences students' motivation and its relation to the development of national pride remains under research. Although heritage language identity has been introduced into pre-service teacher programs (Cho, 2014), and it influences adult learners' perspectives of national identity (Turnbull, 2017), how it relates to high school students' motivation and the development of national identity (Davis, 2016;Gu & Patkin, 2013) particularly among children (Montvilaite, Mazolevskiene, & Keruliene, 2015) is still under research. Therefore, this study investigates the inclusion of Indonesian heritage narratives in English learning materials in Indonesia and their impacts on students' learning and the development of their national pride or identity.…”

Section: Introductionmentioning

confidence: 99%

Heritage Narratives, Motivation to Learn English and the Development of National Identity : An Indonesian Perspective

Muslim¹

2017

The Journal of AsiaTEFL

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Although locality has been considerably discussed in the area of teaching of English as a foreign language, little is known how it relates to young learners' motivation and their sense of national identity. Framed by Canagarajah's (2005) local reclamation, this descriptive qualitative study investigates the potential impact of using Indonesian heritage narratives in English teaching on students' motivation to learn English and the development of their sense of national identity. Data are generated from English text-book analysis, a questionnaire administered to 100 students of junior and senior high schools and 20 English teachers followed by semi-structured interviews on the use of heritage narratives in the classroom. Students' motivation in the foreign language was classified into Dörnyei's (1994) types; language, learner, and learning situation. Meanwhile, students' identity development was analysed by Kelman's (1998) agency of identity development and Guibernau's (2007) dimensions of national identity. Analysis reveals that students' familiarity with the topic of heritage narratives can improve their language skills and motivation to learn English. How these heritage narratives can also lead to heightened sense of national pride, involving cultural, psychological and territorial dimensions is further explored. Keywords: local material in TEFL, Indonesian heritage narratives, national pride and identity IntroductionDespite a stronger force of globalization, one irony of our contemporary, more global world, is that locality has received greater attention. This phenomenon is often considered as "reinforcement of local cultures on global ideologies and pressures" (Wilson, 2006, p. 288) or maintenance of positive local culture values (Fu & Chiu, 2007). This global village with its linguistic interconnectedness and English as a lingua franca, to certain extent, has urged people to follow and adjust themselves to the dominant English inner circle culture (Kachru, 1992). As an effort to reclaim locality in language learning (Canagarajah, 2005), however, non-native English learners whose culture is different from the dominant inner circle often think it important that they also show, in various ways, their heritage culture as their signifying identity.The greater attention paid to locality may also mark the wider acceptance of multiculturalism, showing evidence that the world is not homogenous but has diverse cultures. Multiculturalism has enabled ethnic minority groups to come up with their own cultures and languages as signifying markers. Besides, postcolonial study has shown its power and strength by mainstreaming local colors and identities which include language and cultural values. In the area of English language education, there is a growing demand for "living multiculturalism" (Tanaka, 2006, p. 47) as indicated by World Englishes which focus on accepting language varieties that language users learn and use (Canagarajah, 2005;Kachru, 1992). 415 Many fields of endeavour have embraced the global-local iss...

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Section: Introductionmentioning

confidence: 99%

Heritage Narratives, Motivation to Learn English and the Development of National Identity : An Indonesian Perspective

Muslim¹

2017

The Journal of AsiaTEFL

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“…Ezek az eredmények arra utalnak, hogy az önkategorizáció többféle csoporttal kapcsolatban is bekövetkezhet, ami nem zárja ki a kettős vagy többes identitások jelenlétét sem. Külföldön élő litván szülők és óvodás gyermekeik eredményei is megerősítették ezt: a lakóhelyül szolgáló ország nemzetével is azonosultak a gyerekek, ugyanakkor a litván kategória is fontos elemként jelent meg én-rendszerükben (Montvilaite, Mazolevskiene & Keruliene, 2015). Elképzelhető, hogy az említett esetekben a nyelvhasználat volt az egyik olyan tényező, ami szoros összefüggésbe hozható az önkategorizációval.…”

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