Introduction to Identity...



 

Authored by: Geraldinne Bachman

        Carolyn Carr

             Sophia Casusky

Identity is an individual’s conception of his or her individuality and/or group affiliation.  Self-image, an important component of identity, relates to how an individual and others view him or herself, in addition to how the individual perceives the way in which others see him or her.  Another important component of identity, self-esteem, is the individual’s evaluation of his or her own self-worth.  It encompasses his or her beliefs and emotions.  The role of identity in relation to second language learning, especially within its diverse social, historical, and cultural contexts, has become a major focus for scholars in the field of second language acquisition.

Traditionally, the research on identity stressed the internalization of social positions and their meaning as part of one's self-structure along with the impact of cultural and social ideologies.  Currently, research on identity has developed in the area of collective identity and focuses on group level processes (See George Boeree's Culture Personalities, 2007).  Whereas identity focused on sources of internalized identity (role relationships, group memberships, or categories), the study of identity has grown to include the sources of identity – whether they are part of the individual’s self structure, the situation, or in the larger sociopolitical context (Owens, Robins, and Smith-Lovin, 2010).  The study and definition of identity theory has grown to include many concepts and across multiple fields of psychology and sociology.  It is important to note that the research in this article focuses on identity specifically as it relates to the learning of language and culture in the classroom.  

Writer Gloria Anzaldúa is quoted as saying, “I am my language.  Until I can take pride in my language, I cannot take pride in myself” (Dúran-Cerda, 2008).  This powerful statement accentuates the relationship of ethnic and linguistic identity.  She describes the search for identity among Latino children as “a construction of self in the middle of conflicting values, symbols, and nuances.”  These statements challenge the reader stop and think about the many conflicts that a second language learner must face in defining his or her identity.  Moreover, identity is the perception of oneself based on life experiences and cultural, family, and social backgrounds.  Norton (1997) refers to identity as “how people understand their relationship to the world, how that relationship is constructed across time and space, and how people understand their possibilities for the future” (p. 410). Moreover, social identity plays a vital role in the classroom because it is the  “perception  of  oneness with  a group of persons,” stemming from “ the  categorization  of  individuals,  the  distinctiveness  and  prestige  of  the group,  the  salience  of  out-groups,  and  the  factors  that  traditionally are  associated  with  group  formation” (Ashforth and Mael, 1989, p. 20).

What Does Identity Look Like in the Classroom?

Personal identity consists of the many traits that make each person unique and, hopefully, valued.  Our students behave, dress, speak, hold different values, and view life differently, for example.  Consequently, teachers must be open-minded, respect individual differences, and embrace culturally and linguistically diverse students in their classrooms. As stated in Cummins, Bismilla, Chow, Cohen, Giampapa, Leoni, Sandhu, & Sastri’s (2005), it is imperative for teachers to validate students’ identities by respecting their cultures and allowing them to use their native languages as a medium to promote active participation. This will not only affirm their identities, but help increase their academic achievement and self-confidence.  Also, students who are forced to lose their language in the process of learning English will risk losing a valuable asset (bilingualism) and their heritage, an important aspect of their identity.  With each generation of immigrants, the language attrition accelerates.  For Spanish, “the first generation immigrants are Spanish dominant.  The second generation is bilingual, with a preference for English.  The third generation has very limited, if any, skills in Spanish” (Dúran-Cerda, 2008).  English learners are extremely vulnerable as they adapt to a new environment, language, and culture. In the other hand, research shows that immigrants who maintain their culture, language, and ethnic identity are more likely to demonstrate pride in their heritage, foster good communication within the community, and to thrive in mainstream school and society.   

 Why Do Teachers Need to Know About the Significance of Identity?

In the classroom, learners are expected to assimilate to the American culture thus forcing them to recalculate their identity.  Unfortunately, the current restrictive educational state of the United States’ school system promotes subtractive bilingual education (definition found under Bilingual Education/ESL Programs). English learners are disconnected from their language, culture, and identity as they are quickly transitioned out of their native language into English.  As English language learners’ identities are challenged by the current monolingual ideology that permeates our society, they often experience inner conflict as they realize they cannot subscribe completely to their heritage culture or to the American culture.  

Teachers can be instrumental in boosting the self-esteem and confidence of English language learners, two very important aspects of identity and language learning.  This can be accomplished, for example, by promoting heritage language maintenance and helping students transfer literacy skills to the second language.  Another helpful way in which teachers can impact language learning is for teachers to become well-acquainted with the preferred learning styles of his or her students so that s/he can implement activities that comprise the use of multiple intelligences that interest, motivate, and challenge these students.  We know that cultures vary among Latino students, and research suggests that Latino students learn particularly well in groups rather than individually.  In addition, Latino students are “frequently auditory” learners (Hancock, 2002).  The teacher must encourage English language learners to participate in classroom activities and also encourage parents to participate in their children’s education.

In order for these students to become successful, they must adjust to a new culture and become multicultural. Teachers who understand these challenges can better help English learners become successful in their future personal and professional endeavors by preparing them to assume professional roles and gain the respect of their families, culture, and community.





Why Do Parents Need to Know About the Significance of Identity?

Due to language and socio-economic barriers, a majority of Latinos families and parents of immigrant children, do not become involved in their children’s education. Although these families are concerned about their children’s education, many of them lack the knowledge and skills needed to negotiate the American educational system.  In addition, many parents do not have the confidence to help their children with homework or possess the English proficiency required to communicate with teachers. As administrators and teachers seek to work with families, they are validating the native culture thus giving families confidence while empowering them to become involved. This, in turn, builds a close knit team to support higher academic achievement among students through parental involvement.  As parents connect with the school, they will no longer feel isolated or afraid of their children losing their identity.  Instead, they will become an integral part of their child’s education dedicated to helping the English language learner achieve his or her full potential. 

The attached video speaks specifically about saving a Native American language, its message applies to all languages. 

Further Readings:

Ashforth, E. B., & Mael, F. (1989). Social identity theory and the organization. The Academy of

     Management Review, 14(1), 20-39. 

Bismilla, V., Cummins, J., Chow, P., Cohen, S., Giampapa, F., Leoni, L., Sandhu, P., & Sastri, P.

     (2005). Affirming identity in multilingual classrooms. Educational Leadership, 63(1), 38- 43.

Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3),

     409-429.          

 Sources Cited:

Bismilla, V., Cummins, J., Chow, P., Cohen, S., Giampapa, F., Leoni, L., Sandhu, P., & Sastri, P. (2005). 

     Affirming identity in multilingual classrooms. Educational Leadership, 63(1), 38-43.

Durán-Cerda. A.  (2008).  Strengthening “la identidad” in the heritage learner classroom:  Pedagogical

   approaches. Hispania, 91(1), 42-51.          

Hancock, A.  (2002). Heritage Spanish Speakers’ Language Learning Strategies.  (Eric Digest No.

     EDO-FL-02-06).  Washington D.C.:  ERIC Clearinghouse on Languages and Linguistics.  Retrieved from

    http://www.cal.org/resources/digest/ digestpdfs/ 0206hancock.pdf

Nieto, S.  (2011).   Words were all we had:  Becoming biliterate against the odds.  Teachers’ College Press,

     15-25. 

Owens, T., Robinson, D., & Smith-Lovin, L.  (2010).  Three faces of identity.   The annual Review of Sociology, 36:477-99.