Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
373508 | System | 2011 | 12 Pages |
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.