Identity and Investment in English Language Learning: A Case Study of Multilingual Learners in a Diasporic-Host Community

Date of Award

12-2021

Document Type

Thesis

Degree Name

Master of Arts major in English Language and Literature Teaching (Option I-Thesis)

First Advisor

Marianne Rachel G. Perfecto, DA

Abstract

Following the ongoing scholarly interest on an identity approach that integrates the learners and the social world in better understanding second language learning processes, this study investigated the identity of multilingual senior high school learners in a diasporic-host community in Region III-Central Luzon and its influence on their investment in their English language learning. Their self-authored written narratives, which covered their self-perceptions, language ideologies, life and learning trajectories, and English language learning experiences over their migrant experiences, were examined using qualitative content analysis (QCA). The findings of the study revealed that (1) multilingual diasporic learners have multiple, evolving, and overlapping practiced and imagined identities which are heavily influenced by the Filipino values of deference and obedience to familial authorities and expectations; (2) they have symbolic, material, and/or affective investments in their learning which are informed by monolingual policy impositions and unchallenged regard for English as a golden key to employability and social inclusion; and (3) a diasporic academic achiever exercised autonomy as an investment in her English learning in an attempt to acquire desired forms of capital. These results bear pedagogical and policy implications that may be considered in making English language learning accommodating to multilingual diasporic learners whose learning realities are generally confronted by social class limitations.

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