Second language learners of English in transition : an investigation of female learner identity in a Saudi context
This one-year qualitative, multiple case study investigates identity as constructed by four Arab women attending the preparatory programme of a Saudi Englishmedium university and then moving on to their freshman year. From a broadly poststructuralist perspective, constructions of identity are investigated in two different ways: firstly, from a longitudinal view, continuities and changes in participantsâ big narratives are examined and secondly, subject positions which emerge in selected small stories are analysed in more detail. Interpretation and analysis were guided by a second language learning theoretical framework which views the learner as integrated in their learning context. However, in order to reach a more nuanced understanding than narrative inquiry studies of identity which focus on extracting themes in terms of the individual learner, self-presentation, performance/positioning devices, the interactive accomplishment of talk and the wider social context were also examined. Shifting identity positions problematized continuity which created a complex picture of EL2 learner identity. Subject positions emerged in interaction which linked participantsâ wider social identities to their investments
Al-Johani, K. M.
Second language learners of English in transition : an investigation of female learner identity in a Saudi context. This one-year qualitative, multiple case study investigates identity as constructed by four Arab women attending the preparatory programme of a Saudi Englishmedium university and then moving on to their freshman year. From a broadly poststructuralist perspective, constructions of identity are investigated in two different ways: firstly, from a longitudinal view, continuities and changes in participantsâ big narratives are examined and secondly, subject positions which emerge in selected small stories are analysed in more detail. Interpretation and analysis were guided by a second language learning theoretical framework which views the learner as integrated in their learning context. However, in order to reach a more nuanced understanding than narrative inquiry studies of identity which focus on extracting themes in terms of the individual learner, self-presentation, performance/positioning devices, the interactive accomplishment of talk and the wider social context were also examined. Shifting identity positions problematized continuity which created a complex picture of EL2 learner identity. Subject positions emerged in interaction which linked participantsâ wider social identities to their investments
second_language learner_english transition investigation female learner identity saudi context year qualitative multiple_case study_investigate identity_construct arab woman attend programme saudi university move broadly perspective construction_identity investigate two_different way_firstly longitudinal view continuity_change participant big narrative examine secondly subject_position emerge select small story analyse_detail interpretation analysis guide second_language learn theoretical_framework view learner integrated learn context however order_reach nuanced narrative inquiry study identity focus extract theme term individual learner self_presentation performance positioning device interactive accomplishment talk wider_social context also_examine shifting identity position continuity create complex picture learner identity subject_position emerge interaction link participant wider_social identity investment