Beliefs about Language Learning in Study Abroad: Advocating for a Language Ideology Approach
DOI:
https://doi.org/10.36366/frontiers.v27i1.376Keywords:
Language learning, Study abroad, Education abroadAbstract
Governments, institutions, and students alike have a number of assumptions about the inherent value of the study abroad for language learning (Allen & Dupuy, 2012; Twombly, Salisbury, Tumanut, & Klute, 2012). To date the study abroad literature has conceptualized these assumptions as student-internal beliefs, motivations, perspectives and expectations. This paper proposes a language ideologies perspective as alternative to these learner-centred constructs in order to better recognize students’ beliefs and practices as socially and historically constituted. This paper reviews the main findings from beliefs-focused study abroad research before turning to the theoretical literature on language ideologies. Using illustrative studies to examine the affordances of a language ideology framework, I consider how notions of language ideology might provide new avenues for explaining how expectations become established resources for interpreting the study abroad experience.
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References
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Caton, K., & Santos, C. a. (2009). Images of the Other: Selling study abroad in a postcolonial world. Journal of Travel Research, 48(2), 191–204. doi:10.1177/0047287509332309
Chen, L., & Belgeonne, C. (2007). Global citizenship & study abroad: It’s all about U.S. Critical Literacy: Theories and Practices, 1(2), 16–28.
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De Costa, P. (2011a). The power of language ideologies: Designer immigrants learning English in Singapore. University of Wisconson Madison.
De Costa, P. (2011b). Using language ideology and positioning to broaden the SLA learner beliefs landscape: The case of an ESL learner from China. System, 39(3), 347–358. doi:10.1016/j.system.2011.07.007
De Costa, P. (2012). Constructing SLA differently: The value of ELF and language ideology in an ASEAN case study. International Journal of Applied Linguistics, 22(2), 205–224. doi:10.1111/j.1473-4192.2012.00309.x
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Diao, W., Freed, B., & Smith, L. (2011). Confirmed beliefs or false assumptions? A study of home stay experiences in the French study abroad context. Frontiers: The Interdisciplinary Journal of Study Abroad, 21, 109–143.
Dolby, N. (2004). Encountering an American self: Study abroad and national identity. Comparative Education Review, 48(2), 150–173.
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Harissi, M., Otsuji, E., & Pennycook, A. (2012). The performative fixing and unfixing of subjectivities. Applied Linguistics, 33, 524–543. doi:10.1093/applin/ams053
Hernandez, T. A. (2010). The relationship among motivation, interaction, and the development of second language oral proficiency in a study-abroad context. The Modern Language Journal, 94(4), 600–617.
Isabelli-Garcia, C. (2004). A case study of the factors in the development of Spanish linguistic accuracy and oral communication skills: Motivation and extended interaction in the study abroad context. New York: Edwin Mellen Press.
Jackson, J. (2008). Language, identity, and study abroad: Sociocultural perspectives. London: Equinox.
Jaffe, A. (2009). Stance in a Corsican school. In A. Jaffe (Ed.), Stance. Sociolinguistic perspectives (pp. 119–145). New York: Oxford University Press.
Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200–207. doi:10.1111/j.1467-971X.2009.01582.x
Katz, M. (2000). Workplace langauge teaching and the intercultural construction of idologies of competence. The Canadian Modern Language Review, 57(1), 144–172.
Kaypak, E., & Ortaçtepe, D. (2014). Language learner beliefs and study abroad: A study on English as a lingua franca (ELF). System, 42, 355–367.
King, K. (1999). Language ideologies and heritage language education. American Association of Applied Linguistics. Stamford, CT.
Kinginger, C. (2009). Language learning and study abroad. London: Palgrave Macmillan.
Kroskrity, P. (2004). Language ideologies. In A. Duranti (Ed.), A Companion to linguistic anthropology (pp. 496–517). Malden, MA: Blackwell.
Lee, J. (2014). Experiences of intensive English learners: Motivations, imagined communities, and identities. English Language Teaching, 7(11), 28–38. doi:10.5539/elt.v7n11p28
Li, M., Olson, J. E., & Hanson Frieze, I. (2012). Students’ study abroad plans: The influence of motivational and personality factors. Frontiers: The Interdisciplinary Journal of Study Abroad.
Liddicoat, A. J. (2007). The ideology of interculturality in Japanese language-in-education policy. Australian Review of Applied Linguistics, 30(2), 20.1–20.16. doi:10.2104/aral.v30i2.1956
Lippi-Green, R. (1997). English with an accent: Language, ideology, and discrimination in the United States. New York: Routledge.
Lippi-Green, R. (2004). Language ideology and language prejudice. In E. Finegan & J. Rickford (Eds.), Language in the USA: Themes for the twenty-first century (pp. 289–304). New York: Cambridge University Press.
Lo, A. (2009). Lessons about respect and affect in a Korean heritage language school. Linguistics and Education, 20(3), 217–234. doi:10.1016/j.linged.2009.07.002
Makihara, M., & Schieffelin, B. B. (Eds.). (2007). Consequences of contact. Language ideologies and sociocultural transformations in Pacific societies. New York: Oxford University Press.
Mar-Molinero, C., & Stevenson, P. (Eds.). (2006). Language ideologies, policies and practices: Language and the future of Europe. Basingstoke, Hampshire: Palgrave Macmillan.
May, S. (2014). Disciplinary divides, knowledge construction and the multilingual turn. In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL, and bilingual education (pp. 7–31). New York: Routledge.
Mendelson, V. G. (2002). “Hindsight is 20/20”: Student perceptions of language learning and the study abroad experience. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 43–63.
Miller, E. (2009). Orienting to “being ordinary”: the (re)construction of hegemonic ideologies in interactions among adult immigrant learners of English. Critical Inquiry in Language Studies, 6(4), 315–344. doi:10.1080/15427580903337446
Mori, M. (2014). Conflicting ideologies and language policy in adult ESL: Complexities of language socialization in a majority-L1 classroom. Journal of Language, Identity & Education, 13(3), 153–170. doi:10.1080/15348458.2014.919810
Needham, S. (2003). “This is active learning”: Theories of language, learning, and social relations in the transmission of Khmer literacy. Anthropology & Education Quarterly, 34, 27–49.
Nguyen, S. (2014). “F” is for family, friend and faculty influences: Examining the communicated messages about study abroad at a Hispanic-serving institution (HSI). International Education, 43(2), 77–94.
Okamoto, S. (1997). Social context, linguistic ideology, and indexical expressions in Japanese. Journal of Pragmatics, 28(6), 795–817. doi:10.1016/S0378-2166(97)81491-9
Olivo, W. (2003). “Quit talking and learn English!”: Conflicting language ideologies in an ESL classroom. Anthropology & Education Quarterly, 34(1), 50–71. doi:10.1525/aeq.2003.34.1.50
Palmer, D. (2011). The discourse of transition: Teachers’ language ideologies within transitional bilingual education programs. International Multilingual Research Journal, 5(2), 103–122. doi:10.1080/19313152.2011.594019
Park, G. (2012). “I am never afraid of being recognized as an NNES”: One teacher’s journey in claiming and embracing her nonnative-speaker identity. TESOL Quarterly, 46(1), 127–151. doi:10.1002/tesq.4
Park, J., & Bae, S. (2009). Language ideologies in educational migration: Korean jogi yuhak families in Singapore. Linguistics and Education, 20, 366–377. Retrieved from http://www.sciencedirect.com/science/article/pii/S0898589809000485
Pelligrino, V. (1998). Student perspectives on language learning in a study abroad context. Frontiers: The Interdisciplinary Journal of Study Abroad, 4, 91–120.
Pelligrino, V. (2005). Study abroad and second language use: Constructing the self. New York: Cambridge University Press.
Philips, S. (1998). Language ideologies in institutions of power. In B. Schieffelin, K. Woolard, & P. Kroskrity (Eds.), Language ideologies: Practice and theory (pp. 211–225). New York: Oxford University Press.
Pomerantz, A. (2005). Conversation analytic approach to the relevance and uses of relationship categories in interaction. In K. L. Fitch & R. E. Sanders (Eds.), Handbook of language and social interaction (pp. 149–171). Mahwah, NJ: Lawrence Erlbaum Associates.
Pomerantz, A. (2006). Language ideologies and the production of identities: Spanish as a resource for participation in a multilingual marketplace. Multilingua - Journal of Cross-Cultural and Interlanguage Communication, 21(2002), 275–302. doi:10.1515/mult.2002.012
Rampton, M. B. H. (1990). Displacing the “native speaker”: Expertise, affiliation, and inheritance. ELT Journal, 44(2), 97–101. doi:10.1093/elt/44.2.97
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Published
2016-04-28
How to Cite
Surtees , V. (2016). Beliefs about Language Learning in Study Abroad: Advocating for a Language Ideology Approach. Frontiers: The Interdisciplinary Journal of Study Abroad, 27(1), 85–103. https://doi.org/10.36366/frontiers.v27i1.376
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