Confidence in the Knowledge Base of English Language Learners Studying Science: Using Agency to Compensate for the Lack of Adequate Linguistic Identity

Abstract

Confidence in the knowledge base of English language learners studying science: using agency to compensate for the lack of adequate linguistic identity. AbstractChanges in the cultural and linguistic environments of learners are often associated with identity shifts. The aim of this study was to explore what identity shifts occur when science students from Bahraini national schools transition to an international university. The role of two aspects of learner identity -that is, English proficiency and science background knowledge, was examined in this study. Focus groups and semi-structured interviews were conducted with students and with university lecturers. The analysis suggested three conceptual themes of (1) Reliance on Science Knowledge, (2) The Auxiliary Role of Professional Language and (3) Adequacy of Student Learning Strategies, demonstrating what subjective meanings the participants ascribe to the interplay between science knowledge and linguistic ability. The findings suggest that despite the lack of adequate linguistic attributes, the students are still able to successfully learn science in the context of language change. It is also implied that through strategically utilising their academic background in science, students preserve their identity as successful learners from school through to university. We conclude that agency plays a separate role in transition and is not a sole function of identity. We also contest the idea of language as a necessary attribute of one's identity as it was perceived by our participants to be an advantage and an auxiliary tool rather than a requirement.Keywords: science background knowledge English language proficiency identity and agency culture changetransition IntroductionIssues of identity and agency are commonly discussed when learners transition between culturally and linguistically diverse environments. This transition is usually described as a form of change (Hussey and Smith 2010) and it has been noted that this change may take place on a more personal level, for example, in terms of new beliefs or developmental growth, or it may involve a physical move from one place to another, such as going from primary to secondary school or leaving a home country to begin higher education (HE) abroad (Field, Galacher and Ingram 2009). In educational contexts, this change is often associated with this latter understanding of transitions, which "depicts shifts in identity and agency as people progress through the education system" (Ecclestone 2009, p. 11). This is also the definition of transition that has been adopted in this study and transition is viewed here as 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 2 changes in identity and agency as learners progress through the learning outcomes of the first year university programme at an international university established in Bahrain.Blind Manuscript Without Author In...

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