Social structure and individual agency in second language learning: Evidence from three life histories

Social structure and individual agency in second language learning: Evidence from three life histories

• Flowerdew, John University of Leeds, UK
• Miller, Lindsay City University of Hong Kong

Critical Inquiry in Language Studies, 5(4), 201-224, 2008

Routledge

2008

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
• A Human Growth & Development
  • AF Family & Development, Family Relationship, Reproduction & Child Rearing, Family Education, Parental Involvement

Family Characteristics Second Language Learning Social Structure Foreign Countries Engineering Education Graduates Individual Differences Biographies Cultural Capital English (Second Language) Second Language Instruction Language Role Interviews Essays English For Special Purposes Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This paper examines the issue of social structure and individual agency in language learning through the life histories of three young engineering graduates in Hong Kong. English is identified as an important form of cultural capital, which to a considerable extent determines the development of the three individuals, each of whom comes from a modest family background. In spite of the undeniable role of cultural capital (a product of social structure), examples of individual agency, in the form of the degrees of "investment" made in their language learning, and the application of "creative discursive agency" (which is to a large extent not a result of the official school curriculum) can be seen as influential on the development of the three young men. The discussion section of the paper considers the relative importance of social structure and individual agency in language education in a post-colonial society such as Hong Kong and the roles of "investment" and "creative discursive agency". It argues that in order to tilt the balance in favor of agency over structure and to encourage more 'investment" on the part of learners, more attention needs to be given to creating opportunities for "creative discursive agency" in and outside the classroom.
[Copyright of Critical Inquiry in Language Studies is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/15427580802286173]

• English

Journal Articles

• 15427587

• 10.1080/15427580802286173

https://bibliography.lib.eduhk.hk/bibs/93c125b2

2010-11-24