The Relationship Between Language-Learning Identities and Friendships: An Investigation of Identity Development for English Learners in Elementary School

• In Event: Stress and Coping of English Learners in the 21st Century

Abstract

Purpose

Learning English as a new language in U.S. public elementary schools is a process of linguistic and socio-emotional development. For many students, this process is filled with great challenges, forcing students to endure a level of stress as they move through the grades. The relationship between a learner’s identity and academic engagement is one way to understand the effects of social and emotional stress on learning. Students’ social networks can play a critical role in how they use language and construct identities with language learning, but often times these networks are not recognized as assets in the classroom (Palmer 2008, 2009; Potowski, 2007). This paper deepens this line of research to investigate how friendships mediate the linguistic, academic, and socio-emotional stress ELs face in elementary school. Drawing upon data taken from a larger 18-month case study (Yin, 2003) of fourth and fifth grade students enrolled in a dual language program in an urban elementary school, this paper analyzes the experiences of two ELs – Maria and Isabella – during their final two years of elementary school to illustrate how young students begin to cope with the socio-emotional stress of learning English.

Theoretical Framework

To investigate the relationship between learning and identity as a means to cope with linguistic, academic and socio-emotional stress, I draw upon the work of several scholars (Hall 1990; Holland, Lachiotte, Skinner, & Cain, 1998) to define identity development as a dynamic process of self-understandings co-constructed through personal experiences. In his writings, Hall (1990) defined identity “as a 'production', which is never complete, always in process, and always constituted within, not outside, representation” (Hall, 1990, p. 222).

Methods & Data Sources

To understand the intersection between identity development and socio-emotional stress of learning English, data collection included semi-structured interviews and observations of Maria and Isabella. Observations were focused on how the girls engaged with peers across academic and non-academic school settings. Interviews provided data on students’ self-understandings as learners. Interviews were conducted during three different phases to identify changes across time. All data was coded using DedooseTM; the codes identified how students used language and reflected on this language use. Data was coded in two cycles and each cycle involved several iterations (Saldaña, 2013). Descriptive, structural, and in vivo codes were used at multiple points across each coding cycle to unearth information on students’ academic progress, goals, and language use.

Results

Findings highlight how Isabella and Maria were able to cope with the social and emotional stress of learning English by engaging and developing relationships with ELs who had strong identities with language learning. Nurturing friendships supported how the girls were able to develop more positive identities with language learning, which, in turn, facilitated the level of linguistic agency they were able to access to engage in activities.

Significance

These findings have important implications on how peer relationships, and more specifically strong friendships, can become a tool to combat and navigate the socio-emotional stress of learning English in elementary school.

Author

• Jennifer Marie Collett, Lehman College - CUNY