Language Learner Investment and Identity Negotiation in the Korean EFL Context

Vasilopoulos, Gene

doi:10.1080/15348458.2015.1019783

Cited by 40 publications

(23 citation statements)

References 26 publications

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“…Further, according to Baker (2011) there is a growing interest of bilingual education in higher education pertaining to multilingual learners' identity, whereas studies in L2 identity are very limited in nonEnglish speaking locations (Gao et al, 2015;Mokhtarnia and Ghafar-Samar, 2016). Given the uprising popularity of bilingual education in these countries that fall into Kachru (1985) categorization of outer circle such as China (Tong and Shi, 2012;Tong and Tang, 2017) Japan (Tsuneyoshi, 2005) South Korea (Park, 2007) and Turkey (Sert, 2008) the topic of self-identity deserves continued attention and exploration because a better and deeper understanding derived from this collection of research can inform policy and practice in English language teaching and bilingual education in a broadened worldwide perspective.…”

Section: Introductionmentioning

confidence: 99%

Measuring Self-Identity Change Related to English Language Learning and Bilingual Education among Chinese-Speaking College Students: An Exploratory Study

Tong

Min

Liu³

et al. 2017

Asian Journal of Education and Training

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The purpose of this study is two-fold. First, we explored the psychometric properties of a selfidentity change instrument that was previously developed for English learning college students in China. Second, using this instrument, we examined participants' self-identity change related to gender, major, and years of English learning. A total of 273 undergraduate students from two adjacent geographic locations (Taiwan and mainland China) participated in a paper-based survey. Exploratory factor analysis (EFA) revealed five sub-scales that were mainly consistent with the original version. However, the EFA also suggested exclusion of one item, multi-dimensionality, and room for improvement of this instrument regarding item reliability. Inferential statistics revealed that (a) students in Taiwan exhibited a higher self-confidence change as compared to their mainland peers; (b) English and bilingual science majors underwent higher change in additive and subtractive bilingualism, followed by art and humanity majors; (c) for bilingual majors, those who started learning English prior to grade 3 were better able to switch between two identities than those who started in middle school and beyond; and (d) gender is not a significant predictor of identity change. Discussion was contextualized within educational policy and practice regarding English learning and bilingual education in these two locations.

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Section: Introductionmentioning

confidence: 99%

Measuring Self-Identity Change Related to English Language Learning and Bilingual Education among Chinese-Speaking College Students: An Exploratory Study

Tong

Min

Liu³

et al. 2017

Asian Journal of Education and Training

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“…The participants in this study show features similar to those of Vasilopoulos (2015), who constructed their L2 identities alongside the L1. As has been attested in the interviews, two identities need not clash: they can live in harmony side by side, producing multiple compatible identities.…”

Section: Discussionmentioning

confidence: 55%

“…Participants stated that Western identity does not necessarily clash with the Muslim and Turkish identities and that they could accommodate the new element in their identity. Another study done in foreign language study is Vasilopoulos (2015). He addressed the issue of L2 identity construction and negotiation in the context of Korea.…”

mentioning

confidence: 99%

Emerging Intercultural Identity in the Turkish EFL Context

Çeli̇k

2018

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi

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The paper argues that for individuals to develop intercultural identity, they do not necessarily need to experience intercultural experiences. A questionnaire devised by the author is administered to 227 Turkish learners of English aged 19-23. The findings of self-reported responses to a 37-item questionnaire as well as the qualitative data reveal that learners feel they have a slightly different identity and that English is an asset, a passport to a world of new experiences in socialization and cross-cultural communication. The paper concludes that it is legitimate to speak of intercultural identity in the absence of direct contact with L2 community.

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“…The variety of identities available at any given time to language learners and teachers are not necessarily apparent in a given situation, but they are there nonetheless. Furthermore, identities are both assumed and imposed accordingly, with language a prominent construct in the formation of an individual's assumptions and impositions (Vasilopoulos, 2015).…”

Section: Language and Identitymentioning

confidence: 99%

Emerging Language Identities in a South Korean Vocational University

Rabbidge¹

2020

The Journal of AsiaTEFL

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Although commonly thought of as a monolingual nation, South Korea, under the influence of globalization, is in the midst of a change that could see this dominant monolingual discourse challenged. To reveal and understand this potential challenge, the current study uses the constructs of investment, capital, ideologies and identity to see how the ideology of neoliberalism has influenced the language learning identities of university students studying English in a single South Korean vocational university. This is done by taking into account the perspectives of both university instructors and university students. By employing narrative frame data collection methods, coupled with asynchronous interviewing techniques, the qualitative study reveals that the symbolic capital that English embodies for students is potentially changing how the language identities of these students should be understood. Such a change has a number of implications for English education within South Korea in terms of generalized designations such as EFL and non-native identity markers.

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Language Learner Investment and Identity Negotiation in the Korean EFL Context

Cited by 40 publications

References 26 publications

Measuring Self-Identity Change Related to English Language Learning and Bilingual Education among Chinese-Speaking College Students: An Exploratory Study

Measuring Self-Identity Change Related to English Language Learning and Bilingual Education among Chinese-Speaking College Students: An Exploratory Study

Emerging Intercultural Identity in the Turkish EFL Context

Emerging Language Identities in a South Korean Vocational University

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