Learner agency of immigrant pupils in a Finnish complementary language classroom context
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This research project starts with a simple but significant need for the exploration of the true meaning of the learners’ act for the sake of better learning and negotiation of their identity as social beings in a second classroom context. A successful language teaching is realized not only when a teacher maximizes the learners’ performance on the target language with well-woven syllabus and material but more importantly when he/she senses the ongoing appearance of the language learners’ identities in the daily classroom context in a keen manner. The present study was designed to explore the young language learners’ agency through which they become complete independent thinkers and decision makers to act to make a sense of meaning of all the potential resources within the language classroom context. To be more specific, it intends to investigate how the young learners act through their identity-agency, which is one’s own willingness to use the possible affordances to develop their identities as language learners. The initial orientation of the design of this study was realized by a bottom-up observation and analysis on the circulative process of the multilingual young learners’ development of identities and their exertion of the identity-agency through the interpretative phenomenological approach. ...
pupil agency identity-agency affordances interpretative phenomenological approach second language classroom toimijuus maahanmuuttajat identiteetti kieli ja kielet luokat oppiminen opetustilanne elämänmuutokset human agency migrants identity (mental objects) languages classes learning teaching situation life changes
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