<b>Language learning, identity and globalization: Learners of Brazilian Portuguese in England and learners of English and Spanish in Brazil

Abstract

This article focuses on language perceptions of language learners in the UK and Brazil. Most participants in the England are British but there are also some from different linguistic backgrounds: Chinese, French, Hebrew, Italian, Polish and Spanish. As for the Brazilian participants, they study English or Spanish as FL. This study discusses how these learners' identity characteristics and the reasons why they have chosen to learn the language impact on their perceptions about language learning. The Brazilian Portuguese learners' perceptions will be compared and contrasted with those of Brazilian students learning English and Spanish in Brazil. The research data was collected primarily through an adapted version of the BALLI questionnaire answered by all learners in two contexts, complemented by an interview. The results suggest that students have different perceptions about language learning due to their distinct linguistic backgrounds, the context in which they live, their interests (both professional and personal), and their opportunities to interact, among other reasons for choosing to learn each language.

ESP Courses and Identity Formation: The Case of Introvert Students

“…The development of identity helps learners become aware of the roles they have in social contexts (Al Rhyiami, 2014). The responsibility of teachers and practitioners in selecting appropriate materials and teaching methods is crucial in ESP courses since they both help to recognize learners' needs (Rajagopalan, 2005) and respect their identity (Rottava & Silva, 2014).…”