Tuesday, February 7, 2012

Language and Identity

Social Identity, Investment, and Language Learning by Bonny Norton raised many good points about ELLs. The central argument of the paper is that SLA theorists have not developed a comprehensive theory of social identity that integrates the language learner and the language learning context. Norton wrote about self-confidence and how Gardner argues that self-confidence arises from positive experiences in the context of the second language. I agree with this statement, being a second language learner myself. I feel competent when I am able to interact with a native speaker with Spanish in their mother tongue. Going along with this topic, Norton wrote that learning cannot proceed without exposure and practice. The more exposure and practice, the more proficient the learner will become. I can personally attest to this from volunteering for 130 hours at Western Avenue Community Center under the Hispanic Outreach Director. I listened to her and her clients interact and by the end of the semester, I would meet with some of the clients without her being present. My Spanish improved and I became more confident as a speaker. But was I fluent? What is the technical definition of fluency?  Norton also wrote about how ELL speakers may sometimes be motivated, extroverted, and confident and sometimes unmotivated, introverted, and anxious.  This is usually due to who the speaker is around and what power-role they have.  Different ELLs feel comfortable different groups of people. However, it is important that all ELLs recognize their right to right to speak and be heard by native speakers. Another important implication of Norton’s study is that the second language teacher needs to help language learners claim the right to speak outside the classroom. The lived experiences and social identities of language learners need to be incorporated into the formal second language curriculum, referred to as classroom-based social research (CBSR). With this collaborative research that is carried out by language learners in their local communities with the active guidance and support of the language teacher, ELLs will feel more confident as speakers of English.
Hall’s chapter entitled Language and Identity focuses on how people see themselves and how others see them. Identity is something that a person can change certain aspects of, such as religion. Identity is how people define themselves based off on certain contexts and personal experiences. Cultural identities are like “cloaks” because they can be taken on and off. This is demonstrated in language. For example, a Spanish speaker might come to America and choose to practice and focus on only American culture, meaning that the person no longer speaks Spanish or celebrates certain holidays, such as Dia de los Muertos. It can also be referred to the fact that people might belong to a cultural group but may not act like the assumed societal role of that group. Their individual identity may conflict with their cultural identity. Another conflict that may arise might be with social structures that shape us as individuals. However, we contribute to these social structures and are the building blocks of them. Another idea that stuck with me is that no one can be “culture-free.” Culture does not exist apart from language or people, as language users. To communicate, we must use language therefore placing us in a culture and adding to our identity.
In Intercultural Communication, identity and people’s perspectives on it dominated the reading. James Gee, who wrote excerpts in the chapter, wrote about how everyone has a unique perspective. He states that, “when we speak or write we always take a particular perspective on what the world is like.” I find this to be true and demonstrated in word choice and tone of voice. Someone else could say the same words as me but not mean what I am trying to convey. I speak from my experiences and beliefs, which are unique to me. This is why it is hard, at times, to understand others. We do not necessarily know what they have been through or what is internally motivating them to speak about the topic they choose.

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