Students’ Experiences Matter: Exploring the Students’ Identity Constructions as English Language Learners

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dc.contributor.advisorCarrillo Cruz, Carlos Enrique
dc.contributor.authorDíaz Camacho, Mily Andrea
dc.coverage.spatialBogotáspa
dc.creator.emailmily.diaz@outlook.comspa
dc.date.accessioned2023-11-28T14:04:39Z
dc.date.available2023-11-28T14:04:39Z
dc.date.created2023-11-23
dc.description.abstractEste estudio profundiza sobre la intrincada relación entre las construcciones de identidad de estudiantes de grado 11º y sus prácticas de inversión en contextos de aprendizaje de inglés como lengua extranjera (EFL). A través de un análisis cualitativo, explora cómo las diversas motivaciones, valores y aspiraciones de los estudiantes conforman sus identidades como aprendices de idiomas e influyen en su compromiso con la adquisición de la lengua. El estudio también contrasta estas construcciones de identidad con la teoría del modelo de inversión propuesta por Bonny Norton. Los resultados revelan la compleja interacción entre identidad e inversión, lo que pone de relieve la necesidad de enfoques pedagógicos que reconozcan y den cabida a las diversas identidades y motivaciones de los estudiantes. Esta investigación contribuye a una comprensión más profunda de cómo las construcciones identitarias de los estudiantes influyen en sus experiencias de aprendizaje de idiomas y subraya la importancia de una enseñanza de idiomas centrada en el alumno.spa
dc.description.abstractenglishThis study explores into the intricate relationship between 11th-grade students' identity constructions and their investment practices in English as a Foreign Language (EFL) learning contexts. Through qualitative analysis, it explores how students' diverse motivations, values, and aspirations shape their identities as language learners and influence their commitment to language acquisition. The study also contrasts these identity constructions with the investment model theory proposed by Bonny Norton. Findings reveal the complex interplay between identity and investment, highlighting the need for pedagogical approaches that recognize and accommodate students' diverse identities and motivations. This research contributes to a deeper understanding of how students' identity constructions impact their language learning experiences and underscores the significance of learner-centered language education.spa
dc.description.sponsorshipUniversidad Libre Facultad de Ciencias de la Educación Maestría en Educación con énfasis en Didáctica de las Lenguas Extranjeras Inglésspa
dc.formatPDFspa
dc.identifier.urihttps://hdl.handle.net/10901/27672
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dc.relation.referencesCreswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative (4th ed.). Pearson Education.spa
dc.relation.referencesDarvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. In Annual Review of Applied Linguistics (Vol. 35). https://doi.org/10.1017/S0267190514000191spa
dc.relation.referencesDarvin, R., & Norton, B. (2016). Investment and language learning in the 21st century. In Langage et Societe (Vol. 157, Issue 3, pp. 19–38). Editions de la Maison des Sciences de l’Homme. https://doi.org/10.3917/ls.157.0019spa
dc.relation.referencesDarvin, R., & Norton, B. (2021). Investment and motivation in language learning: What’s the difference? Language Teaching. https://doi.org/10.1017/S0261444821000057spa
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dc.relation.referencesMiranda, N., & Valencia Giraldo, S. (2019). Unsettling the ‘Challenge’: ELT Policy Ideology and the New Breach Amongst State-funded Schools in Colombia. Changing English: Studies in Culture and Education, 26(3). https://doi.org/10.1080/1358684X.2019.1590144spa
dc.relation.referencesNorton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Longman Publishing Group.spa
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dc.relation.referencesNorton Peirce, B. (1995). Social Identity, Investment, and Language Learning. TESOL Quarterly, 29(1), 9–31. https://doi.org/10.2307/3587803spa
dc.relation.referencesNorton, B. (2013). Identity and Language Learning : Extending the Conversation: Vol. 2nd Edition. Multilingual Matters. https://search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=644946&lang=es&site=ehost-livespa
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccessspa
dc.subjectIdentidad, Modelo de Inversión, Estudio de Narrativas, Aprendizaje de Inglés como Lengua Extranjera (EFL)spa
dc.subject.subjectenglishIdentity, Investment model, Narrative Inquiry, English as a Foreign Language Learning (EFL)spa
dc.titleStudents’ Experiences Matter: Exploring the Students’ Identity Constructions as English Language Learnersspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.localTesis de Maestríaspa

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Maestría en Educación con énfasis en Didáctica de las Lenguas Extranjeras