Adult Iranian English Language Learners' Identity Work: An Exploration of Language Practices and Learner Identities

Autor/inn/en	Moharami, Mehdi; Keary, Anne; Kostogriz, Alex
Titel	Adult Iranian English Language Learners' Identity Work: An Exploration of Language Practices and Learner Identities
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 73 (2023) 3, S.248-265 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moharami, Mehdi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/07417136221129625
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Self Concept; Foreign Countries; Language Attitudes; Private Education; Adult Students; Student Attitudes; Religious Factors; Cultural Traits; Intercultural Communication; Cultural Differences; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Selbstkonzept; Ausland; Sprachverhalten; Privatunterricht; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schülerverhalten; Interkulturelle Kommunikation; Kultureller Unterschied
Abstract	Iranian authorities view English language learning as a disturbing influence on national identity. They are concerned about its impact on learners' identities. Despite the political concern, there is growing interest in learning English in Iranian private schools for personal and social development. This article reports on a study in which six male and two female adult English language learners in Iran were interviewed. The semi-structured interviews provided insights into learners' identity formation and social practices. The data showed developments in learners' perceptions of national identity, cultural, and religious practices. The globalization of English has amplified learners' level of access to the discourse of others, while the level of investment in learning is indispensable in their identity formation. This research argues that English language learning and its associated everyday practices lead to learners' identity work. This has significant implications for language education in cultures with adverse views toward learning English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01