By Peter I. De Costa
This severe ethnographic school-based case examine bargains insights at the interplay among ideology and the identification improvement of person English language newcomers in Singapore. Illustrated by way of case stories of the language studying stories of 5 Asian immigrant scholars in an English-medium tuition in Singapore, the writer examines how the immigrant scholars negotiated a customary English ideology and their discursive positioning over the process the varsity yr. in particular, the learn strains how the existing typical English ideology interacted in hugely complicated methods with their being situated as excessive educational achievers to eventually impression their studying of English. This effective mix of language ideologies and circulating ideologies created a dressmaker scholar immigration complicated. by means of framing this case as a fancy, the research problematizes the facility of ideologies in shaping the trajectories and identities of language learners.
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Additional resources for The Power of Identity and Ideology in Language Learning: Designer Immigrants Learning English in Singapore
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Varghese, M. (2012). A linguistic minority student’s discursive framing of agency and structure. In Y. Kanno & L. ), Linguistic minority students go to college (pp. 148–162). New York: Routledge. Warriner, D. S. (2007). Transnational literacies: Immigration, language learning, and identity. Linguistics and Education, 18, 201–214. , & Bokhorst-Heng, W. (2005). Language policy and nationalist ideology: Statal narratives in Singapore. Multilingua, 24, 159–183. Willis, P. (1977). Learning to labor: How working class kids get working class jobs.
However, by drawing upon the work of Bakhtin (1981) and their focus on stylization as mediated through Hip Hop cultures, Pennycook and his colleagues are able to address the crossing of traditional boundaries by globalized youth in digitally mediated societies today (Alim 2009). The importance of popular culture in relation to language study and identity construction is also underscored by Bucholtz and Skapoulli (2009), who called for an examination of “the ways in which local and translocal semiotic resources are variously taken up by and imposed upon youth for the construction of selves and others in a range of interactional and sociocultural settings” (p.
These “porous national boundaries … across which people, goods, and ideas flow,” according to Canagarajah (2006), is also defined by a “compression of space and time” which in turn allows “people to shuttle rapidly between communities and communicative contexts” (p. 25). Correspondingly, Blommaert (2010) describes globalization as a shorthand for the intensified flows of capital, goods, people, images and discourses around the globe, driven by technological innovations mainly in the field of media and information and communication technology, and resulting in new patterns of global activity, community organization and culture.
