Social+identity,+Agency+and+Investment

=Social identity, agency and investment (Norton)= The theory of social identity looks to reframe perceptions on the relationship between the English language learner and the language learning context. It challenges the notion that affective factors are individual variables and argues that these affective variables are influenced by and interact with the social context, are multi-dimensional and even contradictory, and are constantly changing with time. In placing the learner within this social context, this theory also discusses the potential for an inherent inequity in the discourse between languagelearner and native speaker and argues that "second language theorists, teachers, and students cannot take for granted that those who speak regard those who listen as worthy to listen, and that those who listen regard those who speak as worthy to speak." (Pierce, 1995, pp.9).

This approach to second language acquisition (SLA) has its roots in the socio-cultural constructivist work of Vygotsky who "posited a dialectic relationship between the mind and the social milieu." (Peters & Swain, 2007, pp.821). It claims the identity of the learner as having multiple facets (e.g. identity as mother, worker, immigrant) all of which are interdependent with the social environment. This point of interdependency reinforces the notion that identity is a site of struggle and is dynamic. Traditionally, an individual's affect traits acting as affective filters (Krashen's hypothesis) or social distance between learner and the target group affecting acculturation (Schumann's theory) have been identified as key variables in second language acquisition. In the work of Bonny Norton Peirce, she argues that this causes confusion which "arises because artificial distinctions are drawn between the individual and the social" (Peirce, 1995, pp.11) and that "affective factors are frequently socially constructed in inequitable relations of power, changing over time and space." (Peirce, 1995, pp.12). She argues that we should move away from describing the individual’s trait of motivation and use the concept of investment to better reflect the desire of the learner to speak the language in context with the socio-cultural factors that can influence this.

Incorporating social identity into the equation on language learning challenges the community of learners to move from "static, inherent, and measurable learner variables"(Norton & Toohey, 2011, p.426) and include such factors as the equity of power, the situational (context dependent) nature of research, agency (how a person struggles to place themselves and are placed in this context), and the political and economic issues that may constrain this action. Much of the discussion on how this impacts the classroom centers on tools for empowering the student and teacher awareness to approach and materials. The environment should de-mystify English and take it from an abstract remote standard to a language owned by the student in their own unique way. Opportunities should be sought to interact with target language speakers; however, significant intent should be put into reflecting on these experiences, as well as unusual events to create and increased consciousness of different social practices and biases. Through this critical reflection with journals, diaries and discussion the focus can be shifted from critiquing the ability of the student to the societal conditions that are influencing. This in turn can empower the student to determine their own methods for engagement. The use of narrative inquiry by both the teacher and the student can create a genuine space for exploration and empowerment since “Human agency may be frail, especially among those with little power, but it happens daily and mundanely, and it deserves our attention." (Norton & Toohey, 2011, p.427). Some helpful considerations for the teacher are: the use of use of mutli-modal forms of communication and multi-media to facilitate the discussions to cultivate dialogue, re-sourcing material that maintains existing disparity, and importantly to "regard students’ identities as potential, and to experiment with activities that do not lock students into ‘finalized identities’". (Norton & Toohey, 2011, p.429.) Awareness of learner’s identity and imagined community is key; however, we must be careful not to propagate negative bi-lingualism e.g. assumptions that subtractive bi-lingualism is preferred. Ultimately, in addition to asking “To what extent is the learner motivated to learn the target language?” the teacher or researcher can also ask “What is the learner’s investment in the language practices of this classroom?” (Norton & Toohey, 2011, p.421.)

Ultimately this discussion asks the teacher to define their views on the impact of societal structure, personal agency, and situational context on language acquisition. This requires significant ability for self-reflection and critique of our society (from classroom to beyond). This present a significant challenge but offers great potential "If language educators recognize that diverse classroom practices offer learners a range of positions from which to speak, listen, read, or write, it is important for educators to explore with students which identity positions offer the greatest opportunity for social engagement and interaction."(Norton & Toohey, 2011, p.429).


 * References:**

Norton, B., Toohey, K., (2011). Identity, language learning, and social change. Language Teaching,44(4), 412-446. Norton Pierce, B., (1995). Social Identity, investment, and language learning.TESOL Quarterly, 29 (1), 9-31. Swain, M., & Deters, P. (2007). “New” mainstream SLA theory: Expanded and enriched. Modern Language Journal, 91(5), 820–836. =Identity texts (Cummins)=

The practice of using identity texts in the classroom “holds a mirror up to students in which their identities are reflected back in a positive light” (Cummins et al., 2005, pp. 5-6). Identity texts are a type of literacy practice that allows for students to invest their identity into their creation. The creation can be “written, spoken, visual, dramatic, or combinations in multimodal form” (Cummins et al., 2005, p. 5). The creation becomes something they personally identify with and can take full ownership of when presenting to various audiences. Through presenting students can experience self-interaction, positive feedback, and affirmation for all their hard work. For English Language Learners, holding onto their individual identity is an important aspect of education. Teaching practices like identity texts can easily help those students not only hold onto their identity but also be proud of it and utilize it throughout their education.

Identity texts can be used in many different ways. In a classroom or school of many different home languages the use of dual language identity texts becomes a beneficial tool. Teachers help the students write their story in the language of school instruction, most of the time students have not been taught how to read or write in their L1, then with the help of translators or resources the stories are translated into their home languages. Depending on the grade level illustrations can be paired with the piece as well or students can have the option of writing their draft in whatever language they are most comfortable. By showing the students their home language is welcomed at school and in the classroom, the students’ knowledge, ideas, and feelings are expressed between both languages and can be shared at home and in the classroom.

Reference:

Cummins, J., Bismilla, V., Chow, P., Cohen, S., Giampapa, F., Leoni, L., Sandhu, P., & Sastri, P. (2005). ELL students speak for themselves: Identity texts and literacy engagement in multilingual classrooms. (Master's thesis, University of Toronto, Toronto)Retrieved from []

=Funds of knowledge (Gonzalez, Moll, et al.)=

Funds of knowledge is a theory that suggests that in knowing the activities and experiences that occur within the student’s household a valuable resource is made and can easily be used in the classroom. By acknowledging that each household has “historically accumulated and culturally developed bodies of knowledge and skills” (Moll et al., 1992, p. 133), teachers can create multiple activities and strategies that can be used to engage students that center around those skills and knowledge. According to Dantas-Whitney, Clemente and Higgins, “The theory of funds of knowledge is based on the assumption that minority students’ households possess rich social and cultural capital that is never reflected in the school curriculum” (Dantas-Whitney, Clemente, & Higgins, 2012, p. 116). In using the social and cultural knowledge the students bring to the classroom, teachers can create deeper understanding within the curriculum being taught by relating it to the students. The theory suggests that through household visits and one on one time with a family, new knowledge can be obtained and then turned into a meaningful lesson that plays upon the student’s prior knowledge (Lopez, 2006). By recognizing the importance of what each student and their household has to offer, classroom practice can be positively affected and the students can see value in their learning.

Reference:

Dantas-Whitney, M., Clemente, A., & Higgins, M. (2012). Agency, identity and imagination at a primary school in southern Mexico. Caledoscopio, 10(1), 114-124.

Lopez, J. (2006). Funds of knowledge. School of Education, University of North Carolina at Chapel Hill, North Carolina. Retrieved from []

Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141. Retrieved from []