Using language ideology and positioning to broaden the SLA learner beliefs landscape: The case of an ESL learner from China

Departing from the view that learner beliefs are mental traits and in keeping with the discursive turn in SLA (Kalaja, 1995, Kalaja, 2003 and Young, 2009), I argue that SLA learner beliefs research can be advanced through the use of two constructs – language ideology and positioning – that originate from linguistic anthropology and discursive psychology, respectively. Applying these two constructs to a year-long ethnographic case study based in a Singapore secondary school, I investigate how the language ideologies and positioning of a 16-year old immigrant ESL learner from China ultimately impacted her language learning outcomes. To illustrate this, I draw on audio-taped interview and video-taped interaction data involving her. This study supports the view that a contextual approach to examining learner beliefs affords a refined understanding of beliefs through an emic perspective.

► Adopting a discursive approach, I depart from the view that SLA learner beliefs are mental traits.
► I argue that language ideology and positioning can advance SLA learner beliefs research.
► These constructs are used in a year-long ethnographic case study in a Singapore school.
► Language ideologies and positioning impacted the learning outcomes of an ESL learner from China.
► To illustrate this, I draw on audio-taped interview and video-taped interaction data.