Scholarly Selves: English Additional Language students’ linguistic capital and scholarly identities in senior secondary school

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dc.contributor.advisor May, S en Davy, Brian en 2020-01-05T18:56:56Z en 2019 en
dc.identifier.uri en
dc.description.abstract My research explored how new migrant and international students, who have English as an additional language (EAL), used language and pragmatic interaction strategies to negotiate social identities (Jenkins,2008) in an Aotearoa/New Zealand senior secondary school. I adopted a Bourdieuan approach considering the ways in which students' linguistic, social and cultural capital (Bourdieu, 1984) were used in school. These elements of capital, and the relationship they have with EAL students' sense of scholarly investment (Norton-Peirce, 1995) were the foci of my research. The central question of my research concerned how these particular participating EAL students viewed their various scholarly identities in an academic secondary school environment in relation to existing, socially valued forms of capital. I aimed to gain an understanding of the impacts these existing forms of valued capital had on EAL students' language use in senior secondary school through classroom observations of EAL students' interactions as well as semi-structured interviews and participant journaling. In addition, I sought to interpret how EAL students' concept of their scholarly habitus was continually renegotiated in an English-dominant environment over the course of their final two years of school. Findings suggest that participants faced conflicting choices. While they had a strong desire to retain their first language (L1), they were immersed in a scholarly environment that places high value on English use. This, coupled with the low use of L1 in academic settings, created a discourse of linguistic hierarchy (May, 2011a) in which English came to be seen as the most valued form of linguistic capital and, relatedly, as a scholastic necessity (May 1994). This served to construct scholarly identities amongst participants, and asserted the role of English as the pre-eminent (and, at times, only) scholarly language in Aotearoa/New Zealand. Often, but not always, this led EAL students to minimise the role of their L1 in relation to their learning. EAL students adopted various, pragmatic, interactive strategies to adapt to the new English-language-dominant academic field they found themselves in. EAL students often used a foxhole strategy in which they would interact in English medium with each other as a way to manage the ever-growing academic and English-orientated language requirements of senior secondary school. My research made use of the concept of reflexivity to reconceptualise notions of scholarly identities and scholarly habitus (Watkins & Noble, 2013). As a result, participants and I were able to see and, on occasions, subvert, existing social norms and related forms of capital, which privileged English in the Aotearoa/New Zealand secondary school setting. This research concludes that teacher promotion of "linguistic safe houses" (Canagarajah, 2004), and a related utilisation of existing foxhole strategies which are shaped around EAL students' "funds of knowledge" (Moll, Amanti, Neff & Gonzalez,1992) can enhance scholarly investment (Norton-Peirce, 1995) in both English and L1 amongst EAL students. This, in turn, can have a positive influence on EAL students' negotiation of scholarly identities based in emergent sentiments of the self as a translingual scholar, rather than just as an English language learner. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof PhD Thesis - University of Auckland en
dc.relation.isreferencedby UoA99265201714002091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
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dc.rights.uri en
dc.title Scholarly Selves: English Additional Language students’ linguistic capital and scholarly identities in senior secondary school en
dc.type Thesis en Education en The University of Auckland en Doctoral en PhD en
dc.rights.holder Copyright: The author en
dc.rights.accessrights en
pubs.elements-id 790476 en
pubs.record-created-at-source-date 2020-01-06 en

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