Investigating Investment for Teaching English in Iranian Upper Secondary Schools: A Critical Needs Analysis Approach | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| دوره 41، شماره 2، مرداد 2022، صفحه 113-161 اصل مقاله (819.08 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2021.40644.2999 | ||
| نویسندگان | ||
| Zahra Mehranfar* ؛ Mohammad Hassan Tahririan | ||
| Department of English Language, Sheikhbahaee University, Isfahan, Iran. | ||
| چکیده | ||
| This study applied a critical needs analysis approach to investigate investment (language learning commitment) needs and challenges of EFL upper secondary school learners from different socioeconomic backgrounds and school settings (privileged, middle-privileged, and less-privileged schools). To this end, Darvin and Norton`s (2015) model of investment was used as our analytic framework. The study took advantage of a mixed-methods approach. A five-point Likert scale questionnaire with 53 items and one open-ended question was administered to 759 learners from different school settings in Mashhad. Also, a semi-structured interview was conducted with 24 learners for triangulation. The findings of the questionnaire and interviews revealed that speaking accurately, fluently, and professionally was the main priority for learners` investing in EFL learning. However, privileged, middle-privileged, and less-privileged upper secondary school learners perceived their needs differently regarding investment in English language learning. Although no statistically significant difference was observed between privileged, middle-privileged, and less-privileged school learners in terms of identity, they perceived their needs significantly different in terms of ideology and capital.The findings can bring high school learners` investment needs into focus and help the educational setting improve. | ||
| کلیدواژهها | ||
| Investment Model؛ Identity؛ Ideology؛ Capital؛ Critical Needs Analysis؛ Social Class | ||
| مراجع | ||
|
Aries, E., & Seider, M. (2007). The role of social class in the formation of identity: A study of public and elite private college students. Journal of Social Psychology, 147, 137–157. https://doi.org/10.3200/socp.147.2.137-157.
Bearse, C., & de Jong, E. J. (2008). Cultural and linguistic investment: Adolescents in a secondary two-way immersion program. Equity & Excellence in Education, 41(3), 325–340.
Benesch, S. (2001). Critical English for Academic Purposes: Theory, Politics, and Practice. New Jersey: Lawrence Erlbaum.
Bourdieu, P. (1977). The economics of linguistic exchanges.Social Science Information, 16(6), 645-668.
Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste. Cambridge, MA: Harvard University Press.
Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.). Handbook of Theory and Research for the Sociology of Education (pp.241-258). New York: Greenwood.
Bourdieu, P. (1991). Language and symbolic power. Cambridge, UK: Polity Press.
Bourdieu, P., & Passeron, J.-C. (1990). Reproduction in education, society and culture (2nd ed.). London, UK: Sage.
Brindley, G.P. (1984). Needs analysis and objective setting in the adult migrant education program. Sydney, Australia: N.S.W. Adult Migrant Education Service.
Crowther, D. (2019). Language investment during university adjustment: The divergent path of international Chinese freshmen. Journal of Language, Identity & Education, 19(4),1-16. DOI: 10.1080/15348458.2019.1672075.
Cummins, J. (2006). Identity texts: The imaginative construction of self through multi-literacies pedagogy. In O. Garcia, T. Skutnabb-Kangas, & M. Torres-Guman (eds.), Imagining multilingual schools: Languages in education and glocalization (pp. 51–68). Clevedon, UK: Multilingual Matters.
Darvin, R. (2016). Language and identity in the digital age. In S. Preece (Ed.), Routledge handbook of language and identity, (pp. 523–540). Abingdon, England: Routledge.
Darvin, R., & Norton, B. (2014). Transnational identity and migrant language learners: The promise of digital storytelling. Education Matters: The Journal of Teaching and Learning, 2(1), 55–66.
Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36-56.
Darvin, R., & Norton, B. (2016). Investment and language learning in the 21st century. Language et Société, 157(3), 19-38. doi: 10.3917/ls.157.0019.
Darvin, R., & Norton, B. (2018). Identity, investment, and TESOL. In S. Nero & J. Liontas (Eds.), Sociocultural aspects of English language teaching, The TESOL encyclopedia of English language teaching. New York: Wiley.
Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21, 43–59.
Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity, and the L2 self. Bristol, UK: Multilingual Matters.
Early, M., & Norton, B. (2014).RevisitingEnglish as the medium of instruction in rural African classrooms. Journal of Multilingual and Multicultural Development, 35(7), 1–18.
Field, A. (2009). Discovering Statistics using SPSS. London: Sage.
Fernsten, L. A. (2008). Writer identity and ESL learners. Journal of Adolescent and Adult Literacy,52(1), 44-52.
Haneda, M. (2005). Investing in foreign-language writing: A study of two multicultural learners. Journal of Language, Identity, and Education, 4(4), 269–290.
Hohman, Z. P., Dahl, E., & Grubbs, S. (2016). Entitativity and social identity complexity: The relationship between group characteristics and personal characteristics on group identification. Self and Identity, 15(6), 638–649.
DOI:10.1080/15298868.2016.1185462.
Howard, A. (2008). Learning privilege: Lessons of power and identity in affluent schooling. New York: Routledge.
Jost, J.T., Pelham, B.W., Sheldon, O., & Sullivan, B. (2003). Social inequality and the reduction of ideological dissonance on behalf of the system: Evidence of enhanced system justification among the disadvantaged. European Journal of Social Psychology, 32, 1-24.
Karimifard, H. (2012). Constructivism, national identity, and foreign policy of the Islamic Republic of Iran. Asian Social Science, 8(2), 239-246.
Khatib, M., & SamadiBahrami, H. (2013). Multicultural personality traits developed in an EFL context: The case of Iranian EFL students at BA, MA, and Ph.D. Levels. Iranian Journal of Applied Linguistics (IJAL), 16(2), 53-81.
Krashen, S. (1981).Second language acquisition and second language learning. Oxford: Pergamon.
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. NY & UK: Routledge.
Lindell, L. (2020). Battle of the classes: news consumption inequalities and symbolic boundary work. Critical Studies in Media Communication, 37(5), 480-496.
DOI: 10.1080/15295036.2020.1829670
McKay, S. L.,&Wong, S. L. C. (1996).Multiple discourses, multiple identities: Investment and agency in second-language learning among Chinese adolescent immigrant students. Harvard educational review, 66(3), 577–609.
Nation, I.S.P., & Macalister, J. (2010).Language curriculum design. NY: Routledge.
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Essex: Pearson.
Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Bristol, UK: Multilingual Matters.
Norton, B. (2015). Identity, investment, and faces of English internationally. Chinese Journal of Applied Linguistics, 38 (4), 1-17.
Norton, B. (2016). Identity and language learning: Back to the future. TESOL Quarterly, 50(2), 475-479.
Norton, B., & Williams, C. J. (2012). Digital identities, student investments, and e Granary as a placed resource. Language and Education, 26(4), 315–329.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31.
Ollerhead, S. (2012). "Passivity" or "Potential"? Teacher responses to learner identity in the low-level ESL classroom.Literacy and Numeracy Studies, 20(1), 1–13.
Pittaway, D. S. (2004). Investment and second language acquisition. Critical Inquiry in Language Studies, 1(4), 203–218.
Potowski, K. (2004). Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance. The modern Language Journal,88(1), 75–101.
Saboori, F., Pishghadam, R., Hosseini Fatemi, A., & Ghonsooli, B. (2015). Culture and identity: Linking Iranian identity components and cultural dimension. Issues in Language Teaching, 4(1), 49-78. DOI: 10.22054/ilt.2015.3463.
SamadiBahrami, A. H. (2013). Personality development using investment in L2 and its impact on EFL proficiency: A survey of Iranian MA EFL students. The Journal of Teaching Language Skills (JTLS), 5(3), 83-105.
Skilton-Sylvester, E. (2002). Should I stay, or should I go? Investigating Cambodian women's participation and investment in adult ESL programs. Adult Education Quarterly, 53(1), 9–26.
Soltanian, N., Ghapanchi, Z., Rezaei, S., & Pishghadam, R. (2018). Quantifying investment in language learning: Model and questionnaire development and validation in the Iranian context. Issues in Language Teaching, 7(1), 25-56.
Soltanian, N., Ghapanchi, Z., & Pishghadam, R. (2018). Investment in L2 learning among Iranian English language learners. Journal of Teaching Language Skills, 37(3), 131-168.
Soltanian, N., Ghapanchi, Z., & Pishghadam, R. (2020). Language learners’ imagined communities: Model and questionnaire development in the Iranian context. Applied research on the English Language, 9(2), 155-182.
SoodmandAfshar, H., & Yousefi, M. (2019). Do EFL teachers 'critically' engage in cultural awareness? A mixed-method investigation. Journal of intercultural communication Research, 48(4), 315- 340.
Spolsky, B. (1989). Conditions for second language learning. Oxford: Oxford University Press.
Stephens, N. M., Markus, H. R., & Phillips, L. T. (2014). Social class culture cycles: How three gateway contexts shape selves and fuel inequality? Annual Review of Psychology, 65, 611–634.
Sung, C. C. M. (2019): Investments and identities across contexts: A case study of a Hong Kong undergraduate student's L2 learning experiences. Journal of Language, Identity & Education, 18(3),1-15.
DOI: 10.1080/15348458.2018.1552149.
Teng, F. (2018). Learner identity and learners' investment in EFL learning: A multiple case study. Iranian Journal of Language Teaching Research,7(1), 43-60.
Vasilopoulos, G. (2015). Language learner investment and identity negotiation in the Korean EFL context.Journal of Language, Identity & Education, 14(2), 61-79.
DOI:10.1080/15348458.2015.1019783.
Weedon, C. (1987). Feminist practice and poststructuralist theory. London: Blackwell.
Wu, H. (2017). Imagined identities and investment in L2 Learning. Taiwan Journal of TESOL, 14(2), 101-133. | ||
|
آمار تعداد مشاهده مقاله: 371 تعداد دریافت فایل اصل مقاله: 410 |
||