Michael Schwartz, University of New Mexico
The Role of Identity in Second Language Acquisition
Identity, like language, is both personal and social. In many respects our identities are shaped by the language we use and vice versa. Von Humboldt (1836, cited in Slobin 1988) observed that a person’s world-view is inextricably shaped by the language he or she uses. Following von Humboldt, Whorf (1940, cited in Slobin 1988[MA1] ) suggested that a particular language, because of its structure and lexicon, influences users of that language to have a markedly different view of the world than speakers of other languages. Vygotsky (1962) claims that language and thought emerge from different roots in the brain but at some point early in life these two cognitive capacities merge. It is at this point that our sense of self and our relation to the world begins to form based on the language and culture to which we are exposed. Schuman (1978), recognizing this inherent connection between language and culture, formulated the Acculturation Model for second language acquisition. The model theorizes that the closer the target language (TL) and target culture (TC) are to the native language (NL) and native culture (NC), the more likely it is that an individual will be successful in acquiring the new language.
This study explores the role of personal identity in second language learning. Schuman looked at second language acquisition (SLA) and culture from a general perspective. I take Schuman’s model and apply it on a personal, individual level. Relying on the works of Bowerman (1996, 1994), Slobin (1996), Valdez and Figueroa 1994), Ricento (2005), Krashen (2006), Yihong et. al. (2005), I attempt to construct a framework for describing how language, thought, gender, culture, and motivations for learning an L2 combine to create personal identity in SLA. Using this framework, I then analyze the narratives of several second language speakers about their experiences of learning a second language and how their identities have evolved through this process of acquiring an L2.
The study focuses on 14 participants, 6 men and 8 women. Twelve of the participants are native speakers of a language other than English . One learned Spanish as an adult and one was raised bilingual from the crib. Some of the participants can be defined as successful bilinguals whereas others are defined as emerging bilinguals, terms, which I define in the study. The participants’ native languages include English, Spanish, Korean, Turkish, Vietnamese, and Arabic. Data was collected either through oral interviews or from essays and journal entries.
The results of the study show that acculturation does play a role in SLA. Analysis of the interviews and journal entries demonstrate a strong connection between learning a second language and becoming familiar with the culture in which that language is used. The study also demonstrates that people do experience a change in identity while acquiring the L2, but that the changes in identity are largely individual and cannot be generalized.
Selected References:
Bowerman, M. (1994). Learning a semantic system: What role do cognitive predispositions play? In Bloom, P. (Ed.). Language acquisition: Core readings. Cambridge: MIT Press.
Bowerman, M. (1996). The origins of children’s spatial semantic categories: Cognitive versus linguistic determinants. In Gumperz, J. and Levinson, S. (Eds). Rethinking linguistic relativity: Studies in the social and cultural foundations of language. Cambridge: Cambridge University Press.
Guiora, A. Z., & Acton, W. R. (1979). Personality and language behavior: A restatement. Language Learning, 29(1), 193-204.
Ricento, T. (2005). Considerations of identity in L2 learning. In Eli Hinkel (Ed.). Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Schuman, J.H. (1978). The acculturation model for second-language acquisition. In R.C. Gingras (Ed), Second-language acquisition and foreign language teaching. (pp.27-50). Arlington, VA: Center for Applied Linguistics.
Slobin, D. (1996). From thought and language to thinking for speaking. In Gumperz, J. and Levinson, S. (Eds). Rethinking linguistic relativity: Studies in the social and cultural foundations of language. Cambridge: Cambridge University Press.
Valdés, G, & Figueroa, R. (1994). Bilingualism Testing: A special case of bias. Norwood, NJ: Ablex Publishing.
Vygotsky, L. (1962). Thought and language. (E. Hanfmann & G. Vakar, Trans). Cambridge, MA: MIT Press.
Yihong, G. Ying, C. Yuan, Z, & Yan, Z. (2005). Self-identity changes and English learning among Chinese undergraduates. World Englishes, 24, 1, 39-51.
[MA1]you should quote directly from the sources, rather than from Slobin
