Contextualized Workforce Skills and ESL Learner Identity

Autor/in	Vafai, Maliheh Mansuripur
Titel	Contextualized Workforce Skills and ESL Learner Identity
Quelle	In: CATESOL Journal, 28 (2016) 1, S.85-117 (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	Case Studies; English (Second Language); Second Language Learning; Curriculum Development; Career Readiness; Relevance (Education); Labor Force Development; Job Skills; Student Motivation; Student Educational Objectives; Mixed Methods Research; Student Surveys; Semi Structured Interviews; Focus Groups; Investment; Student Attitudes; Academic Aspiration; Grounded Theory; Adult Educators; California + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Relevance; Relevanz; Arbeitskräftebestand; Produktive Fertigkeit; Schulische Motivation; Schülerbefragung; Investments; Geldanlage; Investiton; Schülerverhalten; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Kalifornien
Abstract	This article reports on an empirical case study centering on adult ESL learners' motivational patterns for learning English and its relevance to their career goals. It looks at past patterns of immigrant insertion within the socioeconomic context of the US and explores current trends in adult ESL curriculum development focused on the task of "career readiness." Drawing on Norton-Peirce's (1995, 1997) concept of "investment" in second language learning, research for this study poses the question of curriculum relevance to student aspirations, implicating aspects of learner identity and various modes of belonging. The study contributes to the understanding of ESL learners' positioning vis-à-vis curriculum change while reflecting on the extent of learner autonomy in the face of structural limitations. (As Provided).
Anmerkungen	CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01