Identity And Language Acquisition

Identity and Language Acquisition

Ajayi (2006) implies that the achievement of multiple identities in order to bring about new forms of social participation along with the simultaneous assistance of multiple languages and cultures is indispensable to the achievement in English language learning classrooms. His conclusion is based on results that showed students felt that having multilingual and multicultural backgrounds was an advantage. Furthermore, students recommend that it is important to understand and acknowledge how they construct their identities. Also, that the extent to how much students learn in the English Language classroom is reflected by such self-defined images of self. It can be said that most students learn a second language

Regarding language learning, it is important to take into consideration and comprehend how language is "constructive of social formations, communities, and individual identities" (Luke, 1996, p.9). This highlights the significance of language learning when a student is trying to construct an identity whilst being influenced by external factors such as society and culture. McCarthy, Fischer & Penny, (2003) conclude that it is crucial for educators and researchers to realize and begin to discuss the issue of "cultural identity, cultural difference, and cultural community" (p.445). In the meantime, it is critical for curriculum to develop and become more effective, as well as to construct forms of instructional practices that accommodate and mirror images of self of English Language Learners. These are concepts considered in the present study as suggestions in order to change and develop the current issue at hand. This not only involves the teachers, but also higher powers such as the Ministry of Education. In order for this to occur, it should begin with the realization and acceptance that the students’ multilingual and multicultural backgrounds are significant and revered as

More than often, the identity and culture of the first language are quite different from the culture of the second language. This may lead to the students identity (self, peer and societal) altering or leaving them feeling alienated. Some teachers are not aware of this effect and thus add to the problem. The curriculum contains cultural components and the teacher transmits this either knowingly or not. Learning a second language will theoretically require the learner to adapt his/her values and behavior (Jund, 2010). This implies that there is a strong connection between the language and culture and that it is represented in the culture of the speakers. It incorporates aspects such as beliefs, values and needs. The sociolinguistic aspect of communication refers to the attributes of speech, which rely on social, pragmatic, and cultural elements (Cakir, 2006, p.158). This is noteworthy, as language and interaction might depend on the social status of the speaker or hearer, and on social factors. It is essential to develop an awareness of sociocultural and sociolinguistic differences between the first language of the student and second language. With such awareness, it may help both the teacher and the student understand issues of unintentional failure and hindrances of communication (Cakir, 2006, p.158). Furthermore, it may result in the discovery of a suitable