English Language Learners' Visualization of Identities in Transformation in an Imagined World

Autor/in	Ahn, So-Yeon
Titel	English Language Learners' Visualization of Identities in Transformation in an Imagined World
Quelle	In: Language Awareness, 30 (2021) 4, S.371-390 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ahn, So-Yeon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2021.1933507
Schlagwörter	Visualization; Self Concept; Undergraduate Students; Language Attitudes; Second Language Learning; English (Second Language); Intercultural Communication; Foreign Countries; Asians; Freehand Drawing; Writing (Composition); Student Attitudes; Learning Motivation; Cultural Awareness; Language Role; Success; Global Approach; South Korea + Suchen Sie Ihr Suchwort? Visualisation; Visualisierung; Selbstkonzept; Sprachverhalten; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Interkulturelle Kommunikation; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Drawing; Zeichnen; Schreibübung; Schülerverhalten; Motivation for studies; Lernmotivation; Cultural identity; Kulturelle Identität; Erfolg; Globales Denken; Korea; Republik
Abstract	This paper investigates the 'imagined' English language learner (ELL) identities of Korean undergraduates in comparison with the construction of their 'past/current' identities. In an environment of globalization and accelerated development of technology, South Koreans view English as a crucial medium to obtain success. In this educational and societal context, this study examines how ELLs view their imagined ELL identities and communities through their drawings and written descriptions. Grounded in the notion of imagined communities and identity, the study explores how 159 Korean undergraduate students present their expected or desired transformation of identity and communities taking place through English learning. A multimodal analysis was employed to unravel the multifaceted, composite, and fluid attributes of ELL identity from its visual and narrative elements. The findings yield insights into the purposes, orientations, and dispositions of EFL learners, their beliefs about imagined English-speaker identities, and their awareness of the broader global, intercultural context. Concentrating on the transformation in the relational aspect of ELL identity, the study discusses the weight and affordances of English and its relation to ELLs' imagined ELL identity and further demonstrates their language and cultural awareness in the globalized setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01