Reconceptualizing Language, Language Learning, and the Adolescent Immigrant Language Learner in the Age of Postmodern Globalization

Abstract

The massive shift in migration patterns brought about by globalization has heavily impacted the language learning experience of adolescent immigrant learners. Given these changes wrought by globalization, this paper argues for a reconceptualization of language, language learning, and the adolescent immigrant language learner. In line with poststructural concerns that have framed recent SLA research on immigrant learners, particular emphasis is given to how a Bourdieusian framework offers constructs to better understand globalized linguistic flows. Such a framework, which views language as a form of capital, allows for a better understanding the consequences of globalization and the commodification of languages. Relatedly, to recognize the linguistic resources available to immigrant learners in the twenty‐first century, the paper calls for a reconstitution of language along ideological, semiotic, and performative lines as well as a reframing of language learning through an ideology and identity lens. As a result of this linguistic reconceptualization, globalized adolescent immigrant language learners should be viewed as social actors who possess and are in the process of developing symbolic competence (cf. Kramsch and Whiteside 2007, 2008; Kramsch 2009).

Constructing SLA differently: the value of ELF and language ideology in an ASEAN case study

“…However, this notion of language as a system itself has come into question, as indicated by the shift in ELF agenda toward a more processual communicative view of ELF (Seidlhofer 2009). This shift is underscored by Jenkins, Cogo, and Dewey (2011: 296) who note “a move away from the mainly features‐focused beginnings of ELF research to a far greater interest in the underlying processes that motivate the use of one or another form at any given moment in an interaction.” Importantly, this conceptualization of language as a process is consistent with Widdowson's (2003: 51) observation that there is not a unified and bounded phenomenon called English, which he deems ‘a virtual language.’ Additionally, it is compatible with the notion of language‐as‐practice which conceives of language as acts of local semiotic construction (Roberts 2001; Young 2009; Canagarajah 2007; De Costa 2010b; Pennycook 2010). Roberts (2001: 109), for example, contends that “the notion of language as social practice .…”

“…How some linguists think about language has shifted due to the massive changes wrought by globalization (De Costa 2010b). One key development since Firth and Wagner's (1997) call for a sociolinguistically‐oriented SLA has been the explosive growth in ELF research.…”

Second Language Acquisition and world Englishes: Dialogue and engagement

“…However, simple exposure – as advocated by traditional SLA scholars such as Krashen () through the provision of comprehensible input – does not provide learners with the tools they necessarily need. In our view, and in alignment with Canagarajah () and McKay (), a more effective solution would be to provide explicit instruction on pragmatics so that they can acquire symbolic competence, which according to Kramsch and Whiteside (, p. 646) is the ability to choose ‘which style to speak with whom, about what, and for what effect’ (De Costa, ; Larsen‐Freeman, this issue).…”

Work-related language learning trajectories of migrant cleaners in Finland

“…I am aware that the construct of investment has been criticised for applying economic terms to language learner identity (see the afterword of Kramsch, 2013, in Norton, 2013, but nevertheless many scholars have found it useful for uncovering the social aspects of migrants' language learning in the globalised world (see De Costa, 2010). The investment of second language learners has mostly been explored in the context of (language) education (e.g.…”

“…The investment of second language learners has mostly been explored in the context of (language) education (e.g. SkiltonSylvester, 2002;De Costa, 2010;Early & Norton, 2014). Cooke (2006) focused on the aspirations and language needs of adult ESOL (English for speakers of other languages) learners in the UK and found out that even though they invested heavily in English language learning, many constraints still hindered their access to satisfactory employment.…”