From “English as a Native Language” to English as a Lingua Franca: Instructional Effects on Japanese University Students’ Attitudes Towards English

Konakahara, Mayu

doi:10.1007/978-3-030-33288-4_9

Cited by 1 publication

(1 citation statement)

References 27 publications

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“…These beliefs are congruent with the "native speaker" model for English use prevalent in almost every sector of Japanese English education and the problems associated with it (Hiramoto, 2013;Konakahara, 2020;Lowe, 2020). Viewed in dichotomous "native" and "nonnative" terms, beliefs that monolingual and native-normative models of language education are the ideal have arguably become "common sense" (Lowe, 2020), leading to many learners in Japan subscribing to the notion that anything short of "native speaker" English represents failure (Honna & Takeshita, 1998;Kitano, 2020;Matsuda, 2003).…”

Section: Ryoya November 26th 2019 (Interview 1)mentioning

confidence: 63%

Modes of Identification Within a Language Learner-Led Community of Practice

Hooper¹

2020

SiSAL

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Although the importance of communities for social learning within self-access centers has been recognized over the last decade, there has yet been little research exploring student-managed communities in a self-access learning center (SALC). This short pilot study investigates the ways in which members identify with the community of practice (Wenger, 1998) of a student-led learning community within a university SALC. Five members of the Learning Community (LC), an English conversation community, were interviewed three times over the course of one semester about their language learning histories and their experiences in the LC. This data was analyzed inductively and subsequently categorized according to Wenger’s (2010) modes of identification – engagement, imagination, and alignment. The findings of the study indicated that members’ identification with the practice of the LC was connected to a desire for an accessible learning environment, attaining membership in an international imagined community of English users, and the ability to negotiate sociocultural norms for their own purposes. This study highlights a bidirectional relationship between the “baggage” that members bring with them and the everyday practice developed over the course of the LC’s two-year history. Additionally, the insights gained from this exploration of the LC CoP have practical implications for SALC staff aiming to cultivate and support student-led learning communities.

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Section: Ryoya November 26th 2019 (Interview 1)mentioning

confidence: 63%

Modes of Identification Within a Language Learner-Led Community of Practice

Hooper¹

2020

SiSAL

View full text Add to dashboard Cite

show abstract

From “English as a Native Language” to English as a Lingua Franca: Instructional Effects on Japanese University Students’ Attitudes Towards English

Cited by 1 publication

References 27 publications

Modes of Identification Within a Language Learner-Led Community of Practice

Modes of Identification Within a Language Learner-Led Community of Practice

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