"Can You Speak English?" A Chinese English Language Institute Student's Positioning and Agency

• In Event: Sheraton Roundtable Session 13
  In Roundtable Session: Factors in the Education of Bilingual Learners

Abstract

Informed by positioning theory and agency of second language (L2) learning, the study explored the links between social positioning and the language learning experience of one Chinese student at the English Language Institute (ELI). Focusing on the interactions of this student’s previous positioning experiences and latter positioning acts, this paper describes how this ELI student overcame challenges and transformed his learning situation to improve his English. Interview data and classroom observations were analyzed recursively. The findings suggest that L2 learners’ previous positioning experiences can be used as teaching materials to encourage students to learn and learn better. Also, students’ cultural heritages should be valued and employed as a resource for positive positioning and agency development.

Author

• Min Wang, St.John's University