INTRODUCTION
Rationale for the study
Recent research highlights the growing significance of identity in second language education, emphasizing that students' identity constructions play a crucial role in shaping their educational development pathways.
Understanding students' identities enables teachers to tailor their teaching methods effectively Additionally, recognizing the diverse identities within student groups enhances the ability and willingness to teach ethnic minorities, fostering the growth of educational innovations.
Aim and objectives
This study aims to enhance the discourse on English language learners' identities by offering empirical evidence on how Hmong students construct their identities To achieve this objective, the research poses a critical question for investigation.
How do H‟mong students construct their identities in the process of learning English as a school subject?
Significance of the study
The study can be much beneficial to English teachers, students and researchers
English teachers, particularly those with experience in mountainous regions, can gain valuable insights into enhancing their language teaching methodologies by understanding the identities of ethnic groups This study aims to serve as a resource or suggestion for teachers to better recognize and appreciate the identity constructs of H'mong students.
Secondly, English teachers widen their knowledge towards cultural proficiency, beliefs, attitudes, (and) Linguistics of H‟mong students
Increasing awareness will lead educators to find out suitable programs, practices, procedures, behaviour and ensure they are more equitable for all students
H'mong students develop a strong sense of identity by recognizing their unique cultural values in comparison to other ethnic groups, fostering relationships and solidarity with others Additionally, this thesis serves as a valuable resource for researchers, offering insights that can inform future studies on similar topics.
Briefly, English teachers, students and researchers can benefit from the results of this research.
Research methods
A qualitative research approach was chosen for this study Data were collected by means of students‟ narratives and structured interviews.
Scope of the study
This research focuses on the identity construction of a specific group of Hmong students and examines the factors influencing this process As a single case study, it aims to provide in-depth insights rather than generalize its findings.
DEVELOPMENT
LITERATURE REVIEW
The rapid advancement of globalization has led to significant educational reforms, necessitating a reevaluation of how we teach students to navigate new challenges Understanding how students form their identities in relation to cultural, historical, and political contexts is crucial (Holland & Lachicotte, 2007) Recent research in social sciences has focused on the concept of identity, emphasizing its importance in distinguishing individuals (John E Joseph, 2004; Buckingham) As we adapt educational practices, recognizing the diverse ways students develop their sense of self is essential for effective teaching.
Identity is intricately linked to broader social groups, encompassing aspects such as cultural and gender identity, which reflect our shared experiences with others Menard-Warwick (2005) emphasized that identity involves the psychological, social, and semiotic efforts required to maintain a sense of continuity and consistency across various contexts and differences Therefore, identity must be discovered, liberated, examined, and articulated to achieve coherence.
Identity is a multifaceted concept explored in social sciences, humanities, education, and applied linguistics According to Bendle (2002), it encompasses various dimensions that contribute to an individual's sense of self Gee (2000) highlights its significance in educational contexts, while Block (2007) emphasizes its relevance in applied linguistics Eagleton describes identity as the combination of psychic, social, and semiotic efforts required to maintain a cohesive sense of unity over time and across different contexts.
Jenkins (1996) defines identity as encompassing both personal and social dimensions Personal identity highlights an individual's uniqueness, shaped over time and influenced by societal interactions In contrast, social identity focuses on how individuals are perceived by others within their community.
Identity, as defined by Wenger (1998), refers to how learning transforms who we are and shapes our personal histories within our communities It is constructed through relationships with others, influenced by the past and projecting into the future, making it both malleable and dynamic Egan-Robertson (1998) highlighted the complexity of identity construction as it intersects with various sociological factors in specific historical contexts Individual experiences within a social environment significantly impact identity formation, indicating that different contexts yield different identities Lave and Wenger (1991) emphasized that identity development is closely tied to social participation, asserting that engagement in community practices is essential for identity growth.
Identity encompasses the essence of who we are and what defines us, shaped by significant factors such as nationality, ethnicity, sexuality, gender, and class It is a complex construct influenced by historical, social, and cultural contexts, which we express in our communication with others While identity serves as a label, identification refers to the process of classifying ourselves and others Our identities are relational and contextual, evolving through interactions and experiences They reflect our gender, social class, age, sexual orientation, race, and ethnicity, as well as our power dynamics, ideologies, and value systems.
The identity of language learners exists within a complex framework that encompasses their roles, voices, and positions in the classroom community, influencing their understanding of a new language A crucial element in the ongoing construction of learner identity is the interplay between language and identity, which is shaped by sociocultural contexts and the diverse participants involved in the learning process.
Educationalists and learners require resources such as guidance, materials, and support to understand learner identity, contributing to both conceptual understanding and phenomenological experiences According to Wenger (1999), learning occurs through participation in communities of practice, which in turn fosters a sense of belonging and recognition among individuals, influencing their identity within these contexts (Falsafi, 2010) Wenger (1998) asserts that learning is inherently tied to identity, as learning experiences shape identities, which subsequently affect the learning process Additionally, Wigfield & Wagner (2007) highlight that a learner's identity, formed through academic experiences and performance, can lead to either positive or negative behaviors in learning a second language.
Wagner, 2007) This can be inferred that how one perceives oneself may have both positive and negative impacts on his L2 learning
Learning identity is a crucial element of metacognitive knowledge, reflecting how individuals perceive their learning abilities According to Alice Kolb and David Kolb (2009), individuals with a learning identity view themselves as learners, actively seek experiences with a positive learning attitude, and have confidence in their capacity to learn This identity evolves over time, transitioning from a tentative approach to a more assured learning orientation, and ultimately forming a deep-seated learning self-identity that influences all aspects of life In the context of English Language Teaching (ELT), the concept of learning identity is rooted in the theories of Carl Rogers and Paulo Freire, who emphasize that those who identify as learners trust their personal experiences and their ability to learn from them.
Several key factors influence students' identities when learning a foreign language, including motivation, attitude, age, intelligence, aptitude, learning style, and personality Motivation plays a crucial role in determining a learner's desire to engage in language study (Richards, 1985) Attitude encompasses beliefs about the target language culture, one's own culture, and perceptions of teachers and tasks, with positive attitudes correlating with better learning outcomes (Ellis, 1985) Age is significant, as younger learners tend to acquire languages more easily (Richards, 1985) Intelligence reflects the overall ability to master academic skills, with individuals exhibiting different types of intelligence and learning preferences (Ellis, 1985) Aptitude refers to a learner's inherent ability to grasp a second language, including skills like identifying sound patterns and understanding grammatical functions (Richards, 1985) Learning style, influenced by various factors such as background and prior experiences, affects how learners approach language acquisition and automate language rules (Ellis, 1986) Finally, personality traits, including introversion, extroversion, self-esteem, and anxiety, also shape the language learning experience (Ellis, 1986) Collectively, these factors significantly impact how learners engage with and succeed in language learning.
Learner identities in the second language context may be affected by unique social factors that are dramatically different from learning English as a second language in the English speaking countries
The evolutionary process relates to racial and ethnic identities which consist of different dimensions, they depend on contextual influences to contribute culturally and linguistically diverse students
Racial identity is a social construct that categorizes individuals based on visible physical characteristics According to Spickard (1922), racial identity can originate from biological factors, while Helm (1995) emphasizes that social dimensions also play a crucial role in shaping racial identity.
Ethnic identity is defined as an individual's identification with a group that shares a common origin, culture, and activities (Yinger, 1976) Phinney (1996) describes it as a fundamental aspect of the self, encompassing a sense of belonging to an ethnic group along with the associated attitudes and feelings Besevegis et al (2010) further elaborate that ethnic identity involves an individual's perceptions, thoughts, and behaviors shaped by their participation in their ethnic community, reflecting complex personal and social relationships This identity is influenced by shared ancestries, traditions, and cultural features such as language, beliefs, and values Through the construction of ethnic identity, individuals explore their membership in an ethnic group and foster a sense of pride (Moua, 2014) It is regarded as a social construct that forms an "imaginary community" based on shared cultural elements (Anderson, 1991) and is shaped by socio-historical dimensions (Veikos, 1999; Hall).
1997) and refers to a common geographical – historical place, to common ancestral traditions and historical memories, to a common cultures (Smith,
1991, p.14) When the person is part of a group of people who have common language, religion, customs, tradition and history contributes ethnic identity
1.2 Identity and foreign language learning
1.2.1 Identity as an educational tool
The concept of identity plays a crucial role in education, as highlighted by Hoffman, who stated that "Identity has become the bread and butter of our education diet" (Stard and Prusac, 2005, p.14) Researchers such as Gree (2000) and Sfard and Prusak (2005) emphasize that examining students' identity construction can provide valuable insights into their perceptions of educational experiences and academic outcomes Understanding identity in educational contexts can enhance our comprehension of student engagement and success.
Educational researchers focus on various identities, including age, ethnicity, and gender, highlighting their significance in both formal and informal educational settings These identities are constructed through the learning process and play a crucial role in mediating participation through different artifacts.
It means learning forms identities and identities learning shape
1.2.2 Relationship between identity and second/ foreign language learning
Identity in language learning is a significant focus for educators, as highlighted by Norton (1995), who describes identity as "complex, contradictory, and multifaceted" (p 419) This complexity illustrates how students undergo a continuous transformation as they affiliate with social groups, including teachers, peers, and their environment Norton emphasizes that social identity is shaped by the interplay between individuals and broader social contexts, with families, schools, and workplaces acting as mediators in this relationship Additionally, Kanno and Norton (2005) point out that language learners often create imagined communities, connecting with groups through their imagination Norton (2001) further asserts that these imagined communities significantly influence second language learners' experiences Belsay (1980) suggests that language plays a crucial role in self-construction, allowing individuals to define and redefine their identities based on varying contexts and interactions.
METHODOLOGY
2.1 The context of the study
This study was carried out at Bac Ha High School in Lao Cai, which has been operational since 1966 The school serves around 860 students, of which approximately 82.3% are from ethnic backgrounds, with Hmong students making up 65% of the total student population.
At BH High School, English language instruction is guided by the government textbook curriculum and enhanced by accessible resources like computers, Internet access, and a library stocked with story and picture books Students are motivated to engage in a variety of enriching activities, including participation in the English club and outdoor events, to fully utilize these resources.
Vang, Sung, and Ly, three 15-year-old Hmong students from a small mountainous village in Bac Ha district, Lao Cai, Vietnam, come from large families facing extreme poverty Vang, the eldest of five, Sung, the second of six, and Ly, the second of nine siblings, all grew up in households where their parents worked as farmers To survive, these families relied on farm work and the sale of handmade products, with all family members contributing by producing rice, sewing, and raising livestock Despite their challenging circumstances, including the tragic loss of Ly's sister to suicide after being sold to China, the children remain dedicated to their education, balancing school with extensive responsibilities at home and in the fields.
The children's parents did not encourage them to pursue their studies, possibly preferring that they remain at home to contribute financially With their parents working long hours, there was little time available to support their education, forcing the children to balance both work and school responsibilities.
Hmong students demonstrate effective English language acquisition, prompting an exploration of how they construct and develop their identities while learning English as a school subject This inquiry serves as the foundation for the study presented in this article.
The narrative inquiry method has a rich history in promoting intellectual well-being, particularly in the field of education, where it is increasingly utilized to explore educational experiences Central to educational research is the idea that humans are natural storytellers, shaping their lives and societies through narratives This approach emphasizes that education and research involve the construction and reconstruction of personal and social stories, with learners, teachers, and researchers all playing roles as both storytellers and characters in their narratives.
Narrative plays a crucial role in how we construct and express meaning in our daily lives, serving as a fundamental system of understanding White (1981) highlights storytelling as an inherent human ability, emphasizing how passion allows individuals to imbue their experiences with meaning Similarly, Bruner (1990) posits that storytelling is a framework through which people organize their experiences and knowledge in relation to the social world.
Narrative serves as a fundamental framework through which individuals find meaning in their existence, as highlighted by the insights of 1988 and supported by Ochs & Capps (1996) They emphasize that storytelling allows us to interpret our past actions, shape our present experiences, and envision future possibilities Through narrative, we impose order on seemingly disconnected events, bridging the gaps between past, present, and imagined realities Ultimately, narratives play a crucial role in how we represent and restructure our understanding of the world and our daily lives.
This study uses narratives to research Hmong students‟ identity construction in learning English because of the following reasons:
Narratives play a crucial role in research by exploring the nature of heritage speaker identity (HSI) and its connection to language learning They help identify the various factors influencing the language acquisition process Various forms of narratives, such as diaries, life histories, journals, language learning memoirs, online texts, and face-to-face interviews, are utilized and analyzed For example, diary entries provide valuable insights into heritage speakers' personal perspectives on their language learning experiences (Schumann, Bailey, 1983) Additionally, narratives gathered through discussions further enrich our understanding of this complex interplay.
Engaging in discussions with HS has deepened my understanding of theoretical constructs related to language learning, including anxiety, emotions, investment, motivation, agency, power, and identity (Norton, 2000; Angelil-Carter, 1997) Additionally, the exploration of HS differences, particularly in beliefs and learning strategies, has shifted from traditional empirical methods to narrative approaches, as demonstrated in the research by Kalaja and Barcelos (2006) and Oxford.
Green (1996) Therefore narrative inquiry was attractive instruments that helped to encapsulate the HS essence involved in language learning
Narrative inquiry is an effective research method for exploring identity, as it incorporates social, cultural, and environmental influences on personal experiences By capturing these experiences through narratives, researchers can gain insights by listening, observing, reading, and interpreting texts This approach not only helps in understanding individual experiences but also serves as a valuable tool for studying them (Clandinin).
2006, Clandinin, 2007, Clandinin, 2013, Clandinin and Connelly, 2000)
The interviews were initiated when Semi-structured was another instrument to collect data for this study According to Golombek ( 1998) and
Johnson & Golombak (2002) utilized face-to-face semi-structured interviews as a secondary data source, highlighting the importance of a "restorying" process that distinguishes narrative inquiry from thematic analysis (Liu & Xu, 2011, p 591) Participants also responded to follow-up questions via email, enhancing the depth of the research The face-to-face format allowed individuals to immerse themselves in their past experiences, leading to significant developments in their identities.
The interviews were done to investigate people's views in greater depth
Interviews play a crucial role in exploring and describing the quality and nature of human behavior, experiences, and understanding They effectively link people's actions to their beliefs, offering a holistic snapshot of their perspectives The value of interviewing lies not only in analyzing words and reporting detailed views of informants but also in allowing interviewees to express themselves freely.
Field Code Changed Field Code Changed Field Code Changed their own voice and express their own thoughts and feelings” (Berg, 2007:
Interviewing and other qualitative research methods in social science stand out from quantitative approaches due to their capacity to analyze data while considering the social contexts of participants.
In this research I interviewed three Hmong female students who are studying grade 10 at a mountainous high school
In summary, this study utilized a qualitative approach to investigate the identity construction of Hmong students, drawing on their reflections about their academic and personal experiences Follow-up questions and interviews were conducted to clarify any ambiguous thoughts, revealing deeper insights into the participants' psychological processes By integrating psychological, biographical, and social perspectives, the research aimed to enhance the triangulation of the data collected.
FINDINGS AND DISCUSSION
This chapter is divided into two sections: the first part outlines the findings, categorizing them by their identities across specific times and locations, while the second part analyzes these findings through the theoretical lens established by Wenger (1998) and relevant literature.
Vang, hailing from a mountainous region in northern Vietnam, began her English studies at the age of 10, having already acquired some basic knowledge of the language prior to school She has a keen interest in traveling abroad in the future.
Although I had no formal English education, my siblings introduced me to basic English Pidgin Initially, my understanding of English was limited, yet I aspired to travel abroad after my first encounters with foreigners.
She discovered that proficiency in English was essential for opportunities to travel abroad This realization made English her favorite subject, motivating her to dedicate herself to improving her skills She was confident that mastering the language would open doors to new experiences.
English serves as a global language essential in various fields, including sports, navigation, and business Individuals lacking strong English skills face significant disadvantages in employability compared to those proficient in the language.
Despite her school education, she faced significant challenges in learning English In high school, the emphasis was primarily on task-solving strategies, with students largely directed by teachers to concentrate on reading and writing for exams Consequently, essential language skills like listening and speaking were often neglected.
I had limited opportunities to learn English, primarily listening to native speakers on cassette tapes or computers Although I studied grammar, I struggled to form complete sentences when trying to combine vocabulary and grammar My practice mostly involved reading words or sentences in exercises.
Students struggled to adapt to a new language curriculum starting from grade 6, which had been previously abandoned due to a shortage of teachers They relied on communication with teachers and peers in Vietnamese, their native language, making it challenging to fully engage with the new language through an intermediary.
Initially, I faced significant challenges in studying vocabulary and listening skills, despite my previous experience with English Pidgin Much of what the teachers said was difficult to understand, and I could only grasp a few words, which didn't aid my learning I often had to rely on my friends for clarification Additionally, I felt overwhelmed and struggled for months before I could leverage the benefits of having many friends to enhance my learning experience.
Despite facing numerous challenges, she persevered and developed a passion for learning English She acquired essential skills in grammar, listening, and speaking, allowing her to communicate effectively In class, she spoke predominantly in English and engaged with her classmates from diverse ethnic backgrounds, applying her language skills to real-life situations.
Communication can sometimes falter, but it tends to improve over time With the guidance of their teachers, students were able to achieve average marks, despite many demonstrating strong English communication skills One student, in particular, was able to articulate longer sentences and express her thoughts more clearly.
“I put great efforts in my study, I listened my teacher‟s lessons more clearly I used a small book to take notes”
Teachers implement multi-level grouping as an effective teaching strategy, allowing weaker students to learn from their more capable peers This collaborative environment encourages lower-level students to ask questions without hesitation, while stronger students feel a sense of responsibility to assist their classmates.
During her studies, she had the opportunity to collaborate with both classmates and teachers, who provided essential knowledge and engaged students through various activities For instance, Ms Nhung, the form and English teacher of class 10A6, introduced captivating vocabulary games that encouraged group discussions, demonstrating that games can effectively aid in word retention Additionally, students were placed in diverse scenarios to answer questions about culture and language, allowing them to express their ideas freely These interactive activities helped boost students' confidence in practicing their skills in real-world settings.
As an outstanding student, she actively participated in various English club activities, including competitions and projects, driven by societal expectations These experiences provided her with valuable opportunities to practice speaking English in engaging and real-life situations, making learning more enjoyable than traditional classes This motivation significantly enhanced her English proficiency.
The internet serves as a vital resource for students learning English, enabling them to independently access knowledge and practice through various online tools such as educational websites and dictionaries This digital approach allows learners to improve their pronunciation and vocabulary usage effectively Vang shares this perspective, highlighting that educational software can function as effective, supportive alternatives to traditional teachers, fostering positive learning experiences.
CONCLUSION
Summary of findings
The study revealed several key findings that addressed the research questions, highlighting the complexity of identity construction as illustrated by HS's narratives Wenger's (1998) social theory of learning identity formation emerged as a robust theoretical framework for examining HS's learning identity This framework posits that identity formation involves a dual process of identification and negotiation of meanings, encompassing three modes of belonging: engagement, alignment, and imagination.
HS's engagement played a crucial role in shaping their identity, where both participation and nonparticipation were significant Their involvement in specific activities reflected their understanding of identity issues, as highlighted by John E Joseph (2004), who posed the question, "your identity is who you are?" (p.1) Through these experiences, they developed a deeper awareness of themselves.
The connection between an individual and their community is shaped through both participation and nonparticipation Genuine alignment occurs when individuals demonstrate compliance and allegiance, leading to shared practices and common goals Consequently, this integration fosters a learning identity that becomes synonymous with their personal identity.
Imagination plays a crucial role in identity construction, serving as a significant factor compared to previous studies It shapes individuals' study plans, guiding their behaviors towards achieving goals like language learning identity Additionally, imagination acts as a motivational force, enhancing their ability to communicate effectively with foreigners.
The process of identity construction involves both identification and the negotiation of meanings, which occur simultaneously and influence each other Meaning negotiation is shaped by engagement, alignment, and imagination, highlighting the interconnectedness of these processes Additionally, power dynamics significantly affect how meanings are negotiated.
In this case, they decided to hide their shy and unconfident thoughts about studying a new language; they created a power relationship with friends, teachers, foreigners and even unreal teacher websites
The development of HS learning identity is significantly influenced by personal backgrounds and contextual factors Early identities are shaped by individual circumstances, such as being from impoverished mountainous areas, belonging to ethnic minority groups, or having a strong desire for communication in learning Additionally, contextual elements like educational conditions, high school environments, and sociocultural settings play a crucial role in adapting these identities to fit new surroundings.
Agency plays a crucial role in shaping learning identity, as it serves as a mediating factor in this development The individual's choice to engage in specific activities for identity formation significantly enhances their learning growth, demonstrating the positive impact of active agency in various contexts.
The study reveals that the construction of students' professional identity is influenced by various factors, including personal background, individual agency, and contextual elements like institutional and sociocultural settings, along with power dynamics Among the three models of identity belonging, imagination is highlighted as a crucial component in shaping students' identities.
Limitation of the study and suggestions for further research
It is the fact that this study has limitations These limitations, by all means, point to opportunities for future research
Research on identity in Vietnam is limited, with notable studies by Canh (2013), Ha (2008), Le and Phan (2003), and Chau (2004); however, the identity of students, particularly Hmong ethnic students, remains largely unexplored This gap highlights a significant lack of literature and reviewed references in this area.
Due to the significant distance separating the two cities of the participants and the researcher, direct observation of students within their practiced community was not feasible It is recommended that future studies on student learning identity incorporate opportunities for participants to be observed in various real-life situations.
Identity is a dynamic concept that evolves over time, and a study conducted over several months may not capture this complexity The development of participants in this research could be limited by the study's duration Therefore, a more longitudinal approach is essential to effectively explore how identity transforms over time.
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