Finding Complexity in Language Identity Surveys

Autor/inn/en	Lorimer Leonard, Rebecca; Bruce, Shanti; Vinyard, Deirdre
Titel	Finding Complexity in Language Identity Surveys
Quelle	In: Journal of Language, Identity, and Education, 22 (2023) 2, S.167-180 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1863152
Schlagwörter	Self Concept; Writing Instruction; College Freshmen; Case Studies; Student Attitudes; Language Usage; Multilingualism; Second Language Learning; Second Language Instruction; Required Courses; Standard Spoken Usage; Student Surveys; Labeling (of Persons); English (Second Language); Native Language; Language Variation; Metalinguistics; Dialects; Student Characteristics; State Universities; Foreign Countries; College Faculty; Writing Teachers; Private Colleges; Foreign Students; Language Skills; Writing Skills; Massachusetts; Canada; Florida + Suchen Sie Ihr Suchwort? Selbstkonzept; Schreibunterricht; Studienanfänger; Case study; Fallstudie; Case Study; Schülerverhalten; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Pflichtkurs; Gesprochene Sprache; Umgangssprache; Schülerbefragung; Labeling-Ansatz; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachenvielfalt; Metalanguage; Metasprache; Dialect; Dialekt; Staatliche Universität; Ausland; Fakultät; Privathochschule; Language skill; Sprachkompetenz; Writing skill; Schreibfertigkeit; Master-Studiengang; Kanada
Abstract	This article reports on a cross-institutional, mixed-methods research study designed to gather data on first year writers' language backgrounds at three North American universities. Researchers administered a language survey to 1,870 first year writing students and led follow-up focus groups with 32 participants. Researchers utilized three methods (descriptive statistical analysis, systematic qualitative analysis, and thematic qualitative analysis) to analyze numerical survey responses, written survey responses, and focus group transcripts. Results include both quantitative and qualitative findings, featuring one extended case study that incorporates all three data sources to richly detail the article's argument: while language surveys are conducted to understand changing populations, they reify language backgrounds in the labeling act, thereby constraining language identities more complex than institutional language allows. The article features rather than obscures this tension, including student resistance to the survey as data reveal how students co-opt, adopt, and resist the language identities supplied to them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01