Discourse and Learner Identity: Representations, Negotiation and Shift in a Saudi EFL Context

Abdelmagid Abdelrahman Awadelkarim

Abstract


Identity research, L2 learner identity included, has of late, witnessed an unprecedented surge. Changes in the concepts of 'language" "community", and the "individual" “competenceâ€, have all influenced researching identities, leading ultimately to them perceived as "complex", "multi-faceted", "dynamic", "varied", "changing",  "fluid", "re/constructed" and "negotiated" phenomena. This study attempts to explore identities in the context of a Saudi Arabian college. In particular, the complexities, idiosyncrasies and potentialities of a group of 8 high-achieving EFL learners were thoroughly probed cross a period of four to six years. Instances of manifestations, construction, negotiation, and shift were probed.  The mixed data collected and analysed subsumed a variety of observation sheets, semi-structured interviews, and informal talk and some verbal introspections included largely within the body of interviews. Some four nonnative multilingual instructors were likewise interviewed to help enrich the journey into these participants' L2 selves. Findings suggest the existence of subtle ways of construction, manifestation, negotiation and shift among the participants. The discussion reveals interesting instances of L2/self facets, third spaces, idiosyncrasies (self-definition and reflection problems, self-talk, etc.), complex L1-L2 relationship (languaging and reversed transfer supporting Cook's Multicompetence), etc. Empowerment of nonnative multilingual is further suggested in the discussion building on the conversation and interviews with several of them working in the context investigated alongside the data from students.


Keywords


Identity; Learner-identity; L2 Self; Identity Construction; Identity Negotiation; Identity Shift; Multi-competence; Arabic-speaking EFL Learners; Learner-self

Full Text:

PDF

References


Anwarduddin, Sardar. (2012). Learner Identity in Second Language Education. The Southeast Asian Journal of English Language Studies, 18(2): 13 – 23.

Auer, Peter and Wei, Li. (2007). Handbook of Multilingualism and Multilingual Communication: Mouton de Gruyter.

Batstone, Rob (ed.). Socio-cognitive Perspectives on Language Use and Language Learning. Oxford: Oxford University Press: 112-130.

Belz, A. Julie. (2002). Second Language Play as a Representation of the Multicompetent Self Foreign Language Study. Journal of Language, Identity and Education, 1: 13-39.

Black, Elizabeth. (2010). (1st edn.2006). Pragmatic Stylistics. Edinburgh: Edinburgh University Press.

Block, D. (2007). Second language Identities. London/New York: Continuum.

Brooks, Roy. (1994). Critical Race Theory: A Proposed Structure and Application to Federal Pleading. Harvard Black Letter Law Journal, 11, pp. 85. (http://en.wikipedia.org/wiki/Critical_race_theory, retrieved, March, 29, 12:20p.m).

Canagarajah, Suresh. (1999). Resisting linguistic Imperialism. Oxford: Oxford University Press.

Canagarajah, Suresh and Ben Said, Selim. (2011). Linguistic Imperialism. In Simpson, James (ed.), The Routledge Handbook of Applied Linguistics: 388-400.

Canagarajah, Suresh. (2004). Subversive Identities, Pedagogical Safe Houses, and Critical Learning. In Norton, B. & Toohey, K. (2004), Critical Pedagogies and Language Learning (eds.). Cambridge: Cambridge University Press: 116-137.

Canagarajah, A. Suresh. (2013). Translingual Practice: Global Englishes and Cosmopolitan Relations. New York and Abingdon: Routledge.

Chandrasoma, Ranamukalage, Thompson, Celia & Pennycook, Alastair. (2004). Beyond plagiarism: Transgressive and Nontransgressive Intertextuality. Journal of Language, Identity, and Education, 3:171-193.

Cook, V.J. (1991). The Poverty-of-the-Stimulus Argument and Multi-competence, Second Language Research, 7, 2: 103-117.

Cor van Halen, Harke A. Bosma & Matty van der Meulen (2020). Experiencing Self-Definition Problems over the Life Span, Identity, 20(3), 170-187, DOI: 10.1080/15283488.2020.1782913

Cummins, J. (1996). Negotiating Identities: Education for Empowerment in a Diverse Society. Ontario, CA: California Association for Bilingual Education.

Davies, Bethan. (2005). Communities of Practice: Legitimacy not Choice. Journal of Sociolinguistics, 9(4): 557–581.

Davies, Alan. (2003). The Native Speaker: Myth and Reality. UK/US: Multilingual Matters.

De Fina, Anna, Schiffrin, Deborah and Bamberg, Michael (eds.). (2006). Discourse and Identity. Cambridge: Cambridge University Press.

Derin Atay & Ayse Ece. (2009). Multiple Identities as Reflected in English-Language Education: The Turkish Perspective, Journal of Language, Identity & Education, 8(1), 21-34.

Derrida, Jacques, (1967). Writing and Difference, trans. By Alan bass (1978). London/New York: Routledge.

Dunne, L. (2009). Discourses of Inclusion: A Critique. Power and Education, 1, 42-56.

Edwards, John. (2004). Language and Identity: National, Ethnic, Religious. London: Palgrave Macmillan.

Ellis, Nick, C. (2011). The Emergence of Language as a Complex Adaptive System. In Simpson, James (ed.) The Routledge Handbook of Applied Linguistics: 654-667.

Faez, Farahnaz. (2011). Reconceptualizing the Native/Nonnative Speaker Dichotomy. Journal of Language, Identity& Education, 10: 231-249.

Fatima Abshir. (2018). (Mis) recognition: Language and the Struggle for Identity, Changing English, 25(4), 327-330, DOI: 10.1080/1358684X.2018.1498739.

Fogle, L. W. (2014). Second language socialization and learner agency, Journal of Language Identity & Education 13(3). DOI: 10.1080/15348458.2014.919808

Foley, Claire and Flynn, Suzanne. (2013). The Role of the Native Language. In Herschensohn, Julia and Young-Scholten, Martha (ed.). Second Language Acquisition. Cambridge: Cambridge University Press: 98-135.

Gao, Feng. (2011). Exploring the Reconstruction of Chinese Learners' National Identities in Their English-Language-Learning Journeys in Britain. Journal of Language, Identity and Education, 10: 287-305.

Gao, Yihong, Jia, Zengan and Zhou, Yan. (2015). EFL Learning and Identity Development: A Longitudinal Study in 5 Universities in China. Journal of Language, Identity and Education, 14: 137-158.

Gardner, R. C. and Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning, Rowley, MA: Newbury House.

Goffman, Erving. (1959). The Presentation of Self in Everyday Life. New York: Anchor Books.

Goffman, Erving. (1974). Forms of Talk. Philadelphia: University of Pennsylvania Press.

Grice, John, P. (1975). Logic and Conversation. In Cole, P. and Morgan, J.L. (eds.), Syntax and Semantics: Speech Acts (pp. 41-58). New York Academic Press.

Gumperz, John. (1982). Language and Social Identity. Cambridge: Cambridge University Press.

Hall, T. Edward. (1976). Beyond Culture. Boston/New York: Anchor Press.

Hatoos, Aniko and Sheely, Terry. (2009). Language Maintenance and Identity among Sudanese-Australian Refugee-background Youth. Journal of Multilingual and Multicultural Development, 30(2): 127-144.

Hinkel, Eli. (2011). Objectivity and Credibility in L1 and L2 Academic Writing. In Hinkel, Eli. (ed.) Culture in Second Language Teaching and Learning (9th printing). Cambridge; Cambridge University Press: 90-108.

Josh, John, E. (2013). Signs of Belonging: Culture, Identity and the English Language. In Perspectives on English in the Middle East and North Africa: A Research Initiative- Part of the British Council's English for the Future Programme in MENA. London: British Council.

Juliaty, H. (2019). Exploring academic identities of EFL novice writers. Indonesian Journal of Applied Linguistics, 9, 324-334. doi: 10.17509/ijal.v9i2.20230.

Kirkpatrick, Andy and Deterding, David. (2011). World Englishes. In Simpson, James (ed.) The Routledge Handbook of Applied Linguistics: 373-387.

Kramsch, Claire. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press.

Kramsch, Claire. (1995). Redefining the Boundaries of Language Study. (ed.). Boston: Heinle and Heinle.

Kramsch, Claire. (1998). Language and Culture. Oxford: Oxford University Press.

Kramsch, Claire. (2009). The Multilingual Subject. What language learners say about their experience and why it matters. Oxford: Oxford University Press.

Kuhn, Thomas S. (1996). The Structure of Scientific Revolutions (3rd ed.). Chicago: University of Chicago Press.

Kumaravadivelu, B. (2001). Toward a Post-method Pedagogy. TESOL Quarterly, 35, 537-560.

Lapkin, Sharon, Swain, Merrill and Psyllakis, Paula. (2010). The Role of Languaging in Creating Zones of Proximal Development (ZPDs): a Long-term Care Resident Interacts with a Researcher. Canadian Journal on Aging, 29(4):477-490.

Lave, Jean and Wenger, Etienne. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.

Lee, David. (1992). Competing Discourses: Perspective and Ideology in Language. Cambridge: Cambridge University Press.

Leech, Geoffrey. (1983). Principles of Pragmatics. Harlow: Longman

Lightbown, Patsy, M. and Spada, Nina. (2003). How languages are Learned (8th impression). Oxford: Oxford University Press.

McGroatry, Mary (2010). Language Attitudes, Motivation and Standards. In McKay, Sandra and Hornberger, Nancy (eds.), Sociolinguistics and Language Teaching (14th printing). Cambridge: Cambridge University Press.

Mercer, Sarah. (2008). Learner Self-beliefs. ELT Journal, 62(2): 182-183.

Miller, Elizabeth, R., and Kubota, Ryuko. (2013). Second Language Identity Construction. In Herschensohn, Julia and Young-Scholten, Martha (ed.). Second Language Acquisition. Cambridge: Cambridge University Press: 231-250.

Moin Syed (2020). The Promise of the Open Science Movement for Research on Identity, Identity, 20(3), 143-156, DOI: 10.1080/15283488.2020.1781635.

Nassaji, H. & Fotos, S. (2011). Teaching Grammar in Second Language Classrooms: Integrating Form-Focused Instruction in Communicative Context. Routledge: New York/London.

Norton, Bonny. (2000). Identity and Language Learning: Gender, Ethnicity, and Educational Change. Harlow, England: Longman/Pearson.

Norton, Bonny. (2011). Identity. In Simpson, James (ed.) The Routledge Handbook of Applied Linguistics: 318-330.

Norton, B. & Toohey, K. (2004). Critical Pedagogies and Language Learning (eds.). Cambridge: Cambridge University Press.

Norton, Bonny. (2013). Identity and Language Learning: Extending the Conversation, 2nd Edition. Toronto: Multilingual Matters.

Norton, Bonny. (2016). Identity and Language Learning: Back to the Future. TESOL Quarterly, (2016 01 01). doi: 10.1002/tesq.239.

Odlin, Terrence. (2010). Language Transfer and Cross-linguistic Studies: Relativism, Universalism and the Native Language. In Kaplan, Robert (ed.) The Oxford Handbook of Linguistics (2nd edition). Oxford: Oxford University Press: 307-317.

Ohta, Amy, S. (2013). Socio-cultural Theory and the Zone of Proximal Development. In Herschensohn, Julia and Young-Scholten, Martha (ed.). Second Language Acquisition. Cambridge: Cambridge University Press: 648-669.

Omar Mohammad Alali, Radzuwan Ab Rashid and Omar Ali Al Smadi. (2020). Learner Identity and Interactional Competence in English as a Foreign Language Classroom, International Journal of English Language and Literature Studies, 9(3), pp. 143-150.

Omar Mohammad Alali, Radzuwan Ab Rashid and Omar Ali Al Smadi. (2020). Learner Identity and Interactional Competence in English as a Foreign Language Classroom, International Journal of English Language and Literature Studies, 9(3): 43-150.

Paikeday, Thomas and Chomsky, Noam. (1985). The Native Speaker is Dead: An Informal Discussion of a Linguistic Myth with Noam Chomsky and Other Linguists, Philosophers, and Lexicographer. Michigan: Paikeday Pub., Co.

Pavlenko, A. and Blackledge, A. (Eds.). (2003). Negotiation of Identities in Multilingual Contexts. Clevedon: Multilingual Matters.

Pennycook, Alastair. (1998). English and the Discourses of Colonialism. Routledge: London and New York.

Philipson, Robert. (1992). Linguistic Imperialism. Oxford: Oxford University Press.

Rindal, Ulrikke. (2010). Constructing Identity with L2: Pronunciation and Attitudes among Norwegian Learners of English. Journal of Sociolinguistics.

Rothman, Jason, Amaro, Jennifer and de Bot, Kees. (2013). Third Language Acquisition. In Herschensohn, Julia and Young-Scholten, Martha (ed.) Second Language Acquisition. Cambridge: Cambridge University Press: 372-393.

Rybas, N., & Gajjala, R. (2007). Developing Cyberethnographic Research Methods for Understanding Digitally Mediated Identities. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 8(3). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/282.

Schiffrin, Deborah. (2010). Interactional Sociolinguistics. In McKay, Sandra and Hornberger, Nancy (eds.), Sociolinguistics and Language Teaching (14th printing). Cambridge: Cambridge University Press.

Shakouri, Elham and Shakouri, N. (2014). On the Death of the Native Speaker: A Revisiting Stance. International Journal of Educational Investigations, 1: 220-226.

Shin, Hyunjung. (2014). Social Class, Habitus, and Language Learning: The Case of Korean Early Study-Abroad Students. Journal of Language Identity & Education 13(2). DOI: 10.1080/15348458.2014.901821

Sperber, D. and Wilson, D. (1986/1995). Relevance: Communication and Cognition. Oxford: Blackwell.

Sunderland, Jane. (2004). Classroom Interaction, Gender, and Foreign Language Learning. Norton, B. & Toohey, K. (2004) Critical Pedagogies and Language Learning (eds.). Cambridge: Cambridge University Press: 222-241.

Swales, John. (2008). Genre Analysis: English in Academic and Research Settings (13th printing). Cambridge: Cambridge University Press.

Swann, W. B., Jr. (1987). Identity Negotiation: Where Two Roads Meet. Journal of Personality and Social Psychology, 53, 1038-1051.

Swain, Merril. (2006). Languaging, Agency, and Collaboration in Advanced Language Proficiency. In Byrnes, H (Ed.), Advanced Language Learning: The Contribution of Halliday and Vygotsky (pp.95-108). London: Continuum.

Swain, M. and Watanabe, Y. (2012). Languaging: Collaborative Dialogue as a Source of Second Language Learning. The Encyclopedia of Applied Linguistics. London: Blackwell.

Tajfel, H., & Turner, J. C. (1979). An Integrative Theory of Intergroup Conflict. In W. G. Austin & S. Worchel (Eds.), The Social Psychology of Intergroup Relations (pp. 33–47). Monterey, CA: Brooks/Cole.

Tajfel, H., & Turner, J. C. (1986). The Social Identity Theory of Intergroup Behaviour. In S. Worchel & W. G. Austin (Eds.), Psychology of Intergroup Relations (pp. 7–24). Chicago, IL: Nelson-Hall.

Thomas, Margaret. (2013). History of the Study of Second Language Acquisition. In Herschensohn, Julia and Young-Scholten, Martha (Ed.). Second Language Acquisition. Cambridge: Cambridge University Press: 26-45.

Ting-Toomey, S. (1993). Communication Resourcefulness: An Identity-Negotiation Perspective. In R. Wiseman & J. Koester (Eds.), Intercultural Communication Competence (pp. 72–111). Newbury Park, CA: Sage.

Toohy, Kelleen and Norton, Bonny. (2010). Language Learner Identities and the Socio-cultural Worlds. In Kaplan, Robert (Ed.), The Oxford Handbook of Linguistics (2nd edition). Oxford: Oxford University Press: 178-188.

Toohey, Kelleen. (2000). Learning English at School: Identity, Social Relations and Classroom Practice. Cleveland, UK: Multilingual Matters.

Uhm, Jean. (2014). Languaging, the Third Space: Language as Activity in the Prosody of Myung Mikim, Jacke2. Philadelphia: Kelley Writers House, https://jacket2.org/article/languaging-third-space

Vygotsky, L. S. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge: Harvard University Press.

Vygotsky, L. S. (1981). The Genesis of Higher Mental Functions. In Werts, J. V. (Ed.), The Concept of Activity in Soviet Psychology. Aromk NY: Sharpe (144-189).

Vygotsky, L. S. (1986). Thought and Language. Cambridge: MIT Press.

Watzlawik, Meike and Born, Aristi. (2007) (eds). Capturing Identity: Quantitative and Qualitative Methods. Maryland /Plymouth: University Press of America, Inc.,/UK

Wenger, Etienne. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.

Widdowson, H.G. (2007). Discourse Analysis. Oxford: Oxford University Press.

Woolhouse, C., Bartle, P., Balmer, D. and Hunt, E. (2013). Language Learning, Cultural Capital and Teacher Identity: Teachers Negotiating the Introduction of French into the Primary Curriculum, Language Learning Journal, 41(1): 55-67.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Journal of Language and Linguistic Studies
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies