Learning can be a risky business, especially when it has to do with a learner’s sense of self and their identity. For example, how might a person who is learning a language for the purpose of becoming part of a group comes to realize that the act of learning is modifying who and how she is? Is the change in one’s identity a good thing? If so, how and why? What impact does it have on learner motivation?
A good example is the case of learning a language. While
learning a language may be for the purposes of assimilating in a society (or,
in a broader sense, fitting into a group or workplace) it is important to keep
in mind that assimilation should not go too far, and seek to efface or
obliterate the identities of the learners.
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| Learning a language requires changes in one's sense of self. Motivation to continue often involves the learner's aspirations, dreams, and ultimate life goals. Learning language in Jalisco. |
An over-emphasis on testing, assessment, and individual
achievement (rather than group dynamics) can destroy motivation.
Individual autonomy can be effectively instilled by giving
learners the ability to critique texts and instructional materials, have
choices with respect to their topics of study, and choose ways in which they
are assessed.
It is useful to incorporate aspirational elements in
motivation, especially in learning a language, or a skill set / knowledge base
that gains entrance to a group (especially a highly desirable group).
Reflective learner journals can be helpful, not only in
developing meta-cognitive skills but also in the ways in which instructors can
learn to tailor their instructional strategies in order to be more effective.
Conclusion
Perhaps the most surprising insight is that in order to
encourage the mediation of identity that occurs when learning a language
(whether a formal language or the informal “language” of a workplace or
community of interest), it is useful to look at aspirational elements of the
learner’s identity framework.
In other works, what’s the learner’s dream? What is the learner striving to be or become?
By appealing to the learner’s dream identity, or
aspirations, you as an educator or instructional designer, will make it easier
for the learner to tolerate the ambiguity and/or frustration that he/ she may
feel when learning a language (and hence tending to give up her own identity).
In order to increase a sense of autonomy (and comfort with
the process), it is helpful to give the learner the ability to influence his /
her own methods of interacting and being assessed.
References
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: NY: Plenum Press.
Lamb, M. (2011).
Future selves, motivation and autonomy in long-term EFL learning
trajectories . in G. Murray, X. Gao, & T. Lamb (eds). Identity, Motivation,
and Autonomy in Language Learning. (pp. 177-194). Bristol, UK: Multilingual
Matters.
Lamb, T. E. (2011). Fragile identities: Exploring learner
identity, learner autonomy and motivation through young learners' voices. The Canadian Journal of Applied Linguistics,
Special Issue. 14:2, 68-85.
