A marginalized third space: English language learners’ cultural capital
MetadataShow full item record
In certain English learning contexts where textbook-driven and standardized curriculum is a predominant approach, content materials and genres situated in native-English-speaking cultures are nevertheless foreign and daunting to English language learners (ELLs). However, the link between ELLs’ learning outcomes and English instruction that capitalizes on their cultural capital (Bourdieu, 1986) is disconnected. To address this issue evident in the aforementioned phenomenon, this synthesis paper presents a critical review of how ELLs’ cultural capital interplays between the dominant (mainstream schooling) and the dominated (cultural capital inherited by ELLs) across diverse sociocultural contexts and discourses in the classroom and beyond. Using Bourdieu’s (1986) cultural capital as a critical lens, ten salient studies surrounding this issue are critically examined across various learning settings: Pop culture, mainstream schooling and instruction, post-secondary education, bilingual program, out-of-school literacy practices and online community—highlighted by the findings and pedagogical implications for English teaching and learning. A call for an inclusive and empathetic approach that can empower ELLs and legitimize their cultural capital is needed.
Showing items related by title, author, creator and subject.
The crossroads of English language learners, task-based instruction, and 3D multi-user virtual learning in Second LifeChen, Julian (2016)English as a foreign language (EFL) learners' task-based practices in 3D multi-user virtual environments are a dynamic avenue that has attracted research attention in current second language acquisition literature. This ...
Development of a unique instructional paradigm for teaching English as a foreign language in Korea: an examination of its effectivenessKent, David Bradley (2007)The native language of South Korea has come to contain a linguistic subset consisting of English and European loanwords and pseudo-loanwords. The notion that the English as a Foreign Language (EFL) learner is immersed in ...
Morris, Judith (2006)The growing diversity of school populations around the world means that for many students the language of instruction in mainstream classrooms is not their first language. Content-based second language learning in a context ...