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A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives

100%
Henry A.
Studies in Second Language Learning and Teaching
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2019
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vol. 9
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issue 2
263-285
EN
Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been characterized as emerging from tensions between multiple and sometimes conflicting conceptions of what it means to be someone who teaches (Akkerman & Meijer, 2011). While light is being shed on these often antagonistic relations, less is known about the dynamics of identity formation and transformation. Providing a contribution to work on language teacher identity, in this single case study Hermans’ (2008) concept of the dialogical self is combined with complexity principles in an investigation of changes in the emerging professional identity of a pre-service English teacher during a practicum. Drawing on intra- and inter-personal data, experiences of learning to become a person who teaches English are conceptualized as a drama that is played out between different and sometimes unaligned selves. Analyses show how this inner drama maps onto the landscape of an emerging teacher identity, how tensions can be understood systemically, and how a teacher identity system can have a signature dynamic.
2
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Further exploring the dynamicity, situatedness, and emergence of the self: The key role of context

100%
Serafini E. J.
Studies in Second Language Learning and Teaching
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2020
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vol. 10
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issue 1
133-157
EN
Drawing on theoretical insights from a complex dynamic systems framework, this work explores the ways that learner selves, as they relate to learning and using languages, manifest across different contexts and timescales and emerge in interaction with various factors. First, a broad overview of dynamically-oriented L2 motivation research is provided before critically considering the need for research that aligns with conceptual advances made under the dynamic turn in SLA. In particular, this critical overview highlights a crucial need for more research employing dynamic methods capable of revealing how learner perceptions of self emerge in relation to their interlocutors and in interaction with external factors, including language ideologies that may uniquely characterize sociocultural contexts where target languages other than English are learned. The chapter concludes by discussing ways to implement dynamically oriented methodology that can provide much needed insights into the inherent dynamic, emergent, and contextually and socially embedded nature of learner selves.
3
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Finding the key to successful L2 learning in groups and individuals

100%
Lowie W., van Dijk M., Chan H., Verspoor M.
Studies in Second Language Learning and Teaching
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2017
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vol. 7
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issue 1
127-148
EN
A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as “individual differences” as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST) literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015). In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different. Developmental patterns for spoken and written language even showed opposite tendencies. These observations underline the individual nature of the process of second language development.
4
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Finding the key to successful L2 learning in groups and individuals

100%
Lowie w., van Dijk M., Chan H., Verspoor M.
Studies in Second Language Learning and Teaching
|
2017
|
vol. 7
|
issue 1
127-148
EN
A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as “individual differences” as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST) literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015). In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different. Developmental patterns for spoken and written language even showed opposite tendencies. These observations underline the individual nature of the process of second language development.
5
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The dynamism of strategic learning: Complexity theory in strategic L2 development

75%
Amerstorfer C. M.
Studies in Second Language Learning and Teaching
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2020
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vol. 10
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issue 1
21-44
EN
Learners of foreign languages (L2s) apply strategies to support learning processes and L2 development. They select strategies according to their individual needs and preferences and adjust their strategic actions to suit situational circumstances and contextual conditions. A holistic investigation of strategic L2 learning processes requires the integration of numerous interconnected, flexibly-interacting influences, which are at constant interplay with each other and whose development is difficult to predict. Validated as effective in other fields of applied linguistics, complex dynamic systems theory (CDST) can also provide an appropriate frame for researching strategic L2 learning. Based on state-of-the-art methodological guidance for complexity research, this article presents the re-analysis of empirical data from a previous study through a complexity lens. It further examines the suitability of CDST in strategy research, explores its practical value, and demonstrates that a complexity perspective can generate new, profound information about strategic learning.
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