Formation in Foreign Language Learning and Social Identity Theory - Essay Example

Identity Formation in Foreign Language Learning Name: Institution: Identity Formation in Foreign Language Learning Introduction Numerous claims show that language education especially, English as the second language has both positive and negative effects to the individual’s collective self-esteem. The concept of English as the language of instruction has brought up debates that are of a considerable measure to both the public and the academic arena (Lin, 2009). The main issue however, is how the language mainly replaces a student’s heritage and struggles to institute the dominance of the majority culture (Barnett 2006). Eventually, the transition leads to reconstruction of an individual’s self in a way that it creates varying identities that may be jumbled, multiplied, fragmented and eventually conflicted (Luk, 2007). The reason behind this, though not entirely in all cases, is perhaps that the process of acquisition of the language may involve public humiliation, pronunciation difficulties, and punishments especially when it comes to the mix up of words or tenses due to the influence of the individual’s native tongue. Back in the historical ages of the missionaries, the schools instituted were of the goal of eradicating the children’s traditional heritage and ethnical identities to assimilate them in the continued support of the ‘English only’ policy (Lin, 2009). Numerous political and pedagogical issues bring controversy against learning of the English language. The pedagogical issues however, have the most effect to the wellbeing of the children because they are connected to the academic performance, pace of understanding the second language and maintenance of the new language heritage. Language either can shape or be shaped by the identity of an individual that clearly suggests the inter relationship with the socio-cultural aspects of society (Riley, 2007). Identification in a person is a collective analysis of various contexts in the day-to-day lives of the said individual. These circumstances include cultural, political, geographical, religious and social aspects all co-existing in a particular context. Social identities are thus a derivation of the strongest views and knowledge especially in communication making language a similarly large player in the social and cultural perspective (Luk, 2007). In addition, the use of language in expressing self to others is one of its important functions to an individual and therefore, the clearer the language the better the ability to describe various emotions (Barnett 2006). The research therefore, seeks to create understanding on the approaches that help understand the identity of individuals especially in a foreign language learning setting. It is the hope of most sociologists that the gap between the effect of language in the formation of identity and vice versa will be efficiently identified. Understanding the Social Identity Theory Social identity is the general approach to all the identities that are identified as interrelated with the social factors that are responsible for identity formation (Deckert, Sharon K. and Caroline H, 2011). The reason behind this is the fact that institutions surrounding the growth and development of an individual are what bring about understanding, learning capabilities and comfort. The relationship between the questions of ‘who am I’ that are the key initiators of change or self-discovery are interlinked with the question of ‘what can I do’ to get the general identification of self (Ellis 2008). Identity therefore, may be defined as the ability that is within any social setting that enhances understanding of the forces that shape their own personality and enhance the general potential. In view of all these, it is possible that numerous social conditions influence the relations of a learner and as a result, the individual influence back depending on the position or stand taken (Ellis 2008). The general analysis in this category therefore answers the question of how language learning can be facilitated to the target group. In doing so, understand the conditions that ensure the language learners are able to express themselves. Lastly, find out ways of encouraging a faster and more efficient learning process and identity recognition. Several reports show that relation between identity and language learning either ensures the withdrawal of the native speakers or provides a social network that provides opportunity to learn (Deckert, Sharon K. and Caroline H, 2011). Different learners therefore have different prioritization in adopting languages and identities explaining why some are successful and others are not in establishing the identity. There are arguments that support this basis explaining the belief on the connection between the connections of language spoken in a wider community creating a form of social identity (Deckert, Sharon K. and Caroline H, 2011). This is either by learning the different accents, pronunciations, vocabularies and speech patterns that ensues the growth of pride and sense of belonging in a group identity kind of scenario. The above discussion brings the research to the next part of the conceptualization of these aspects with regard to the alternating effects of either identity to the learning of the language or vice versa (Deckert, Sharon K. and Caroline H, 2011). The concepts discussed below have the intention to create a wider understanding as to why identity formation comes about from learning a new language and how learning the same language has an effect on the rate of understanding and adoption of the said language. Effect of Identity on Foreign Language Learning Numerous social factors affect basic learning skills especially those for foreign language learners, as earlier mentioned (Ellis 2008). The issue concerning what age these factors has most adverse effects has generally placed the younger language learners at an advantage compared to the older ones. Perhaps the reason behind this is the less exposure and the probability of not having developed any kind of attitude towards the acquisition of the language or the public and peer treatment to them thereon. The second social factor other than age is the depth of ethnic identification of the learner that tends to create or develop a negative perspective concerning the new language, as it is an interference with the comfort zone (Ellis 2008). However, the opposite may as well come in place in that, an individual’s ability to understand the native tongue may create motivational push that may influence the need for transformation to fit in hence identity. A certain report on an individual of Chinese origin learning English has shown that there is certain amounts of influence that fast track the acquisition of the second language (Wighting, M. J., Nisbet, D. L., & Tindall, E. R. 2005). Similarly, from an early age, the Chinese have taken the initiative to insist on the importance of the English language hence developing a positive attitude towards learning the language. This attitude when shared creates a sense of belonging hence a type of group identity that is important in the whole identity formation process (Wighting, M. J., Nisbet, D. L., & Tindall, E. R. 2005). The aspect is thus supportive of the fact that learning the language creates yet another field of understanding and general growth in an individual. The perception of self in a person conversant in a second language is different from the identity they portray when using their own. The most common explanation to this is that there is the determent of an individual from being as free, open and emotional in expressing himself or herself, as they would be in a language comfortable in. In a classroom setting, a very chatty character may stay quiet and low due to the inability to participate in the discussion in the second language. The lack of participation of the student may be transferred to the social life and other activities hence changing the general identity of the said learner. To others however, the contrast of the above is observed especially if there is proficiency in the second language that enables self-expression to a level easily comprehended by the fellow classmates. The ability to communicate opens up the social network of the learner and betters the grasp of the language, as well as, acquires the willingness to communicate. Both the above scenarios therefore, create the two student identification circles of either being a good or a bad English speaker. To further fit or separate themselves from the circles however, there may be change of mannerisms, either the form of an improvement or deterioration of the general self or character (Barrnet 2006). Presence of accents in most foreign students is in itself a form of identity of an individual. There are categories of people that admire the presence of accents and this kind of environment promotes communication. There are others unfortunately, that use this aspect to downgrade fellow students in a way that it becomes harder for the person to be accepted in a social class. Regardless, the difference in pronunciation rarely disappears especially in learners of a mature age but can easily disappear in those of a younger age. Lastly, the standard speech exchange system, which refers to the participation of both teachers and the students in a learning setting, may influence the identities of the learners (Ellis 2008). Language is very sensitive and it is acquired either through the written context or through the reading of the text. In the written context, how someone wishes to use his/her words to express themselves identifies solely with their personal preference. On the other hand, the reader and the perception of correct pronunciation is a group identification category whereby the pronunciation is only as correct as those listening say it is. The Effect of Foreign Language Learning in Identity Construction Earlier on, the research looked at the effect that identity has on foreign language learning capabilities. In this case, however, the effect of the learning process itself on the construction of identity will be evaluated in reference to the deduction in (Warschauer 2007). Language indeed plays significant role in formation and expression of a person and hence social identity can be adopted within this context. Generally, therefore, there is a collaborative construction of both identity and advancement of language knowledge in the process of the said interaction. Ethnic barriers are indeed a major part of consideration on the effect of foreign language acquisition and the identities the generations develop in the end. The complex identity that has mainly affected the Latino group may be because of code switching whereby some may feel tied to their Mexican roots and others both the American and the Mexican. These kind of mixed reactions therefore show that indeed learning a new language may create a somewhat torn sense of belonging resulting to another level of identity construction. Further, the ability to communicate in both Spanish and English among the Latina has shown that there is improved ability to share experiences or information in an intergenerational affair either towards the Mexicans alone or toward the Americans. Accents once again in this context are vital in identity construction because, a French speaker or a German speaker for instance, may retain the accent despite proficiency in the second language (Barnett 2006). The identification of an individual based on the accent at the back of the person’s pronunciation may add beauty in identifying with the origin and at times, the accent may land huge employment opportunities of the same. An example is the actors chosen to portray various regions or the romantic ad sensual parts in poetry or scenes that the same may be valuable. This identification brings out yet another positive and valuable effect of learning of a foreign language either English as a first or second language. With the globalization of various economies today, there are many international education opportunities and employment openings around the world. These tend to consider the knowledge of more than one language an added advantage. The categorization of the various individuals therefore gives meaning to the various social and individual identities. There is unfairness that the imposition of the languages may have on the individual and the social identities at certain times. This is in a way that it may contradict with the whole aspect of individuality and personality freedom. The unity that comes in having a language or two in common among a group of people is yet another aspect to consider when it comes to identity construction and reconstruction. Identities are not solely derived from places of origin but rather from the varying experiences, interactions, lessons and cultural experiences acquired along the way (Barnett 2006). The ability to create a comprehendible discourse is much more effective especially in the English language and such comfort in the ability to express feelings is another factor that shows the new identity is valuable as well. In addition, there are many ethnic base languages and in a forum with people of different ethnic backgrounds, a lot may be easier to address if done in the language proficiency identity created. In addition to above, the ability to undertake a position as a member of community of language speakers is another identity related kind of discovery. This is because the student learns more than just the language of communication of the community and is able to adopt (Riley, 2007). The opportunity to learn more about self and those around the individual is also doubles in this kind of context especially if there is a collective understanding between the members. Open mindedness is also improved greatly in such aspects because there is the chance to get skills and understand cultures that may be vital to the day-to-day advancement of the lives of the student. Back to the economically balanced identity of the global era in the world today, foreign language acquisition has helped students move from circumstances that make them bound to the local area alone and make them global citizens (Simpson, 2007). The sense of belonging especially to the worldwide culture is especially immeasurable and with learners, having the ability to relate both locally and internationally is an identity reconstruction by itself. Once the commonalities of respective cultures are widely considered, it is easier to identify which group identify with what, the extent of benefits and the general understanding of what is required (Riley, 2007). Overall, with the understanding of the required culture, there is more involvement in other activities and more proficiency in understanding the personal identification environment of any individual. Conclusion and recommendations The research above therefore, shows that the learning of any foreign language, such as English as a second language has both multiple and dynamic effects on the process of identity construction in an individual (Chin, 2007). Similarly, the article shows that there is indeed a relationship between the kind of identity the learner develops and the subsequent effects on the ability to learn the foreign language in context. There is an elaboration on the various types of identities, starting from ethnic based identities to the social class identities, the complex identities, the group identities, multiple identities and individual ones (Chin, 2007). Ethnic identities among all these however, has the most influence on the general reconstruction of any identity and is inseparable to the individual especially in terms of the eradication of the accent (Luk, 2007). The situation therefore shows that identity is not entirely something that is outlined clearly and with a unified background, but rather a multiple and dynamic background. The era of globalization and international competition in terms of the level of education and the employment market has played a major role in ensuring the importance of learning new languages (Yoon, 2007). The aspect of this importance has both a positive and negative effect on the acquisition of the varying identities based on how an individual chooses to view the opportunity. The investments that come with leaning the new language however shows that indeed language learning has great importance in identity formation (Yoon, 2007). Generally, the findings of the research explore the interrelated kind of relationship that exists between creation of identities and the learning of the new language both of them affecting each other (Yoon, 2007). The results being possibly suitable to the life of the learner therefore shows that that more people in the pedagogical sector may feel more comfortable with the learning of the language especially English as a second language. The people responsible for the ensuring such learning continues may adopt better cultural mechanisms and introduce vital aspects of language learning in most of the course books. In addition to above, the teachers may also improve on the kind of system they use to educate and students can be encouraged to feel much more at ease with the learning process instead of shying off (Luk 2007). The ability to participate in interactions will therefore strengthen the exchange of ideas and confirm all the relevant beliefs in any social context. There is the further need to encourage student initiatives instead of forcing them to follow academically provided instructions all the time. These activities may involve visits to museums, historical sites, having of exchange friends that they get to write letters to and experience their cultures among others. According to (Lin 2009) students that tend to embrace positivism in the creation of a cultural self are able to integrate the new identity with their old one and develop a universal and well-versed view. The viewing of self as a global citizen creates a sense of satisfaction and perhaps belonging that fosters the improvement of the main challenges and experiences that creates a solid identity. There are indeed quite a number of limitations that prevent the positive creation of identities as seen in the research and the main one being the different reactions to the experiences in an individual that are unique to each other (Lin 2009). It shows that language learning is not the sole issue in identity development but rather one of the facets that provide varying perspectives for the adoption by the students. With that said, it is essential that future initiatives and studies look much deeply into understanding the entire nuisances and the promoters of language learning and identity formation, to facilitate a positive outcome in the interrelation of the two (Lin 2009). Overall, the socio-cultural implications of the language learning process both in the learning and teaching process addresses the whole understanding on a more solid basis. References Barnett, J. (2006). Learner identity and professional standards for ESL specialists. In TESOL in context-Special edition. 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