Social Structure and Individual Agency in Second Language Learning: Evidence from Three Life Histories

Autor/inn/en	Flowerdew, John; Miller, Lindsay
Titel	Social Structure and Individual Agency in Second Language Learning: Evidence from Three Life Histories
Quelle	In: Critical Inquiry in Language Studies, 5 (2008) 4, S.201-224 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
Schlagwörter	Family Characteristics; Second Language Learning; Social Structure; Foreign Countries; Engineering Education; Graduates; Individual Differences; Biographies; Cultural Capital; English (Second Language); Second Language Instruction; Language Role; Interviews; Essays; English for Special Purposes; Hong Kong + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Sozialstruktur; Ausland; Ingenieurausbildung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Individueller Unterschied; Biography; Biografie; Biographie; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Interviewing; Interviewtechnik; Essay; Aufsatzunterricht; Hongkong
Abstract	This paper examines the issue of social structure and individual agency in language learning through the life histories of three young engineering graduates in Hong Kong. English is identified as an important form of cultural capital, which to a considerable extent determines the development of the three individuals, each of whom comes from a modest family background. In spite of the undeniable role of cultural capital (a product of social structure), examples of individual agency, in the form of the degrees of "investment" made in their language learning, and the application of "creative discursive agency" (which is to a large extent not a result of the official school curriculum) can be seen as influential on the development of the three young men. The discussion section of the paper considers the relative importance of social structure and individual agency in language education in a post-colonial society such as Hong Kong and the roles of "investment" and "creative discursive agency." It argues that in order to tilt the balance in favor of agency over structure and to encourage more "investment" on the part of learners, more attention needs to be given to creating opportunities for "creative discursive agency" in and outside the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10