"Disinvestment" in Learners' Multilingual Identities: English Learning, Imagined Identities, and Neoliberal Subjecthood in Pakistan

Autor/inn/en	Syed Abdul Manan; Anas Hajar
Titel	"Disinvestment" in Learners' Multilingual Identities: English Learning, Imagined Identities, and Neoliberal Subjecthood in Pakistan
Quelle	In: Journal of Language, Identity, and Education, 24 (2025) 1, S. 132-147Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Syed Abdul Manan) ORCID (Anas Hajar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2022.2083623
Schlagwörter	Forschungsbericht; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Decolonization; Educational Change; Self Concept; Native Language; Entrepreneurship; Competition; Neoliberalism; Individual Development; Power Structure; Prior Learning; Family Literacy; Language Attitudes; Cultural Capital; Private Education; Learning Motivation; Pakistan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Dekolonisation; Entkolonialisierung; Bildungsreform; Selbstkonzept; Unternehmungsgeist; Wettkampf; Neo-liberalism; Neoliberalismus; Individuelle Entwicklung; Vorkenntnisse; Sprachverhalten; Privatunterricht; Motivation for studies; Lernmotivation
Abstract	Most recent research on language learning and identity emphasizes on investing learners' capital as affordance to affirm their identities (Darvin & Norton, 2015; Norton, 2013). Learners' capital refers to prior knowledge, home literacies/native languages. Drawing on data from English language academies from Pakistan, this study finds a conflicting picture to the one advocated in the investment model. Gripped by the "deficit ideology," teachers and students tend to "disinvest" in the native languages. Analyzing data through the conceptual lenses of "Neoliberal Governmentality" and "Linguistic Entrepreneurship," we find that "enterprise culture" governs learners' mode of investment. It reflects in their construction of English learning as a form of entrepreneurship, celebrating competition, self-entrepreneurship, and relentless self-improvement. Given the "disinvestment" tendency, the current investment model seems to overlook the power-driven linguistic hierarchies, and linguistic inequalities that may hamper the use of such capital. The paper discusses decolonial pedagogy as an alternative to current ELT. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/04