A case study on an English language learner in Singapore seen through the lens of Norton's concept of identity, Gee's theory of Discourse, and underpinned by Bourdieu's notions of capital and the right to speak.

1. Understanding the Identity of a
Minority ELL in Singapore
Sher rie Lee
Action Research Project
EDUC526B Capstone in Teaching English Language Learners
University of Southern California. Master of Arts in Teaching (TESOL)

2. INTRODUCTION
Discourse
Gee, 2012
Identity & Social Relationships
Norton (Norton Peirce, 1995; Norton, 2000) Investment

3. Flickr: churl
Polytechnic
Hate writing
BACKGROUND & PROBLEM OF PRACTICE

4. RESEARCH QUESTIONS
How
influ have
ence s
lang d a m ocial re
uage inor latio
lear ity E nshi
ning LL s ps
expe Englis
nt rien h
e ce?
v estm has
er in how
een h and
has b English
hat ing t im e
?
W rn over
i n lea changed
it How wa
s her B
develop ICS and
ed over CALP
time?
Flickr: Alfonsina Blyde

5. METHODOLOGY
15 students wrote
responses to two
prompts on past &
current English
learning experience
6 students
selected for face-
to-face interviews
Rachel was chosen
as case study

6. Flickr: Marc Wathieu
esearch
p hical R
Biogra
Pri
Sec
ITE
Poly
primary Discourse
Data analyzed
according to themes
social relationships investment
NARRATIVE Verified analysis
INQUIRY with Rachel

7. Flickr: bhima
FINDINGS
Primary Discourse = Chinese / working class
Linguistic capital = low value
Limited right to speak
and power to impose
reception during
English lessons
Low investment in language learning

8. stupid
at she said
c learly th
I re member
R: I just remem
ber favoritism.
I: To those wh
o can speak En
R: Yah. … She glish?
ask them to sit
she will keep a near her, then
sking them qu
us, and ask us estions and no
to keep quiet. t

9. Positive social relationships
promoted BICS/CALP
Claimed right to speak and
power to impose reception
Books and blogs for
practicing language skills
FINDINGS

10. … I join
[the] ba
friends. nd, I hav
Actually e a lot of
improve band he
my spea lped me
king of E to
nglish.
me to
urage e.
s enco assag
alway the p
Sh e will o read
up t
stand
Now I am moving a
long with people wh
are good with their o
English language an
it does improve min d
e t oo!

11. FINDINGS
Fear of speaking to proficient
English speakers still lingers
Feels more at ease
when she has the right
to converse in Mandarin
Ambivalent attitude toward
English language learning
Flickr: HaoJan

12. t u se
c anno g
en I writin
d wh my
me n in port
asha ssio t he re
ill be expre ting
Iw
righ t s e di t.
ho i ith i
the one w me w
an d the help] There is
ave to [ a barrie
h commun r when I
icate wit
who spe h p e op le
ak [Eng
especial lish] we
ly those ll, …
an] Ame who [pu
rican ac t on
cent
l
ant but still fee
En glish is import st
a ndarin, not ju
need to use M
speaking English alone.

13. CONCLUSION
Minority ELL has little linguistic
capital with L1 (Chinese)
Social relationships influence
ELL’s right to speak and power to
impose reception
Investment related to
increasing linguistic capital
through reading and blogging
Flickr: rachel_titiriga

14. IMPLICATIONS FOR PRACTICE
Identify minority ELLs
and how to help them
Create opportunities
for them to claim
the right speak
Provide detailed feedback
and model process to more
proficient students

15. Share with teachers within
department / school
Present findings at
conference
Publish in journal
e.g. TESOL Quarterly
DISSEMINATION OF INFORMATION

16. LIMITATIONS
Single case study
cannot be generalized
Reliance on introspective
self-reported data
Identity empowerment is
a long-term process

17. LAST
Identify WORDS
minority ELLs
Hear their
story
Give them
a voice

18. Sher rie Lee
LinkedIn | SlideShare | Twitter | About.me
@orangecanton