Nghiên cứu tường thuật về kiến tạo bản ngã học sinh h’mong trong việc học tiếng anh

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ********************* MAI THỊ BÍCH VƯỢNG A NARRATIVE INQUIRY INTO H’MONG STUDENTS’ IDENTITY CONSTRUCTION IN LEARNING ENGLISH ( Nghiên cứu tường thuật kiến tạo ngã học sinh Hmong việc học Tiếng Anh ) M.A MINOR THESIS (Type I) Field: English Teaching Methodology Code: 8140231.01 Hanoi – 2019 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ********************* MAI THỊ BÍCH VƯỢNG A NARRATIVE INQUIRY INTO H’MONG STUDENTS’ IDENTITY CONSTRUCTION IN LEARNING ENGLISH ( Nghiên cứu tường thuật kiến tạo ngã học sinh H’mong việc học Tiếng Anh ) M.A MINOR THESIS (Type I) Field: English Teaching Methodology Code: 8140231.01 Supervisor: Assoc Prof Dr Le Van Canh Hanoi – 2019 DECLARATION I hereby declare that this thesis is my own work and effort and it has not been submitted to any other university or institution wholly or partially Hanoi, January 2019 Mai Thị Bích Vượng ACKNOWLEDGEMENTS First and foremost, I would like to express my deep gratitude to my supervisor Assoc Prof Dr Le Van Canh who gave me a lot of valuable guidance, encouragements, criticisms and correction throughout my thesis writing I am indebted to three H’mong students as well as teachers at Bac Ha high school, Lao Cai, who provided me with lots of useful information by narrative stories My sincere thanks go to my family, my friends for their encouragement and support that help me to complete my work ABSTRACT This thesis reports the result of an exploratory study on the identity construction of H’mong students in learning English from high school, who are living and studying in a mountainous area It attempts to find out how a small group of H’mong high school students constructed their identities in learning English as a subject in the school curriculum I used a narrative inquiry approach to this study The study included three interviews during two weeks The findings indicate the importance of learners ‘identity in providing the context for the social construction of students An additional implication of this research is the engagement, alignment, and imagination of the identity construction process that came from narratives of the students during a time when they were engaged in the construction of their learning identities TABLE OF CONTENTS DECLARATION ACKNOWLEDGEMENTS ABSTRACT LIST OF ABBREVIATIONS PART I: INTRODUCTION 1 Rationale for the study Aim and objectives Significance of the study .1 Research methods Scope of the study .2 PART II: DEVELOPMENT CHAPTER LITERATURE REVIEW .3 1.1 Definition of Identity 1.1.1 Identity 1.1.2 Learning identity 1.1.3 Racial and Ethnic Identities 1.2 Identity and foreign language learning .9 1.2.1 Identity as an educational tool 1.2.2 Relationship between identity and second/ foreign language learning 1.2.3 Identity construction and foreign language learning 11 1.3 Previous studies on second language learners’ identity 13 1.4 Chapter summary 15 CHAPTER 2: METHODOLOGY .16 2.1 The context of the study 16 2.2 Data collection methods 17 2.2.1 Narrative inquiry 17 2.2.2 Interviews .19 2.3 Data analysis procedures 21 2.4 Chapter summary 21 CHAPTER 3: FINDINGS AND DISCUSSION 22 3.1 Findings 22 3.2 Discussion 27 3.2.1 Engagement 28 3.2.2 Imagination 30 3.2.3 Alignment 33 3.2.4 Negotiation of meanings .34 3.3 Summary 35 PART III: CONCLUSION 37 Summary of findings 37 Limitation of the study and suggestions for further research 39 REFERENCES 40 APPENDICES .48 LIST OF ABBREVIATIONS BHHS : Bac Ha high school HS : H’mong students HIS : H’mong students’ identity PART I: INTRODUCTION Rationale for the study Research on second language students’ identity has recently gained greater importance in second language education The identity constructions of students have been considered one of the most factors that determine to a great extent to the development pathways of education As a result, if teachers are aware of the identities of students, they will identify the suitable ways of teaching What is more, each group of students has different identities, the ability and willingness of teaching ethnic people are the development of educational innovations Aim and objectives This study intends to provide a contribution that expands the discussion on English language learners’ identity by providing empirical evidence related to the construction of H’mong students’ identities In order to meet these aims, the following question is formulated:  How 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 Firstly, English teachers, especially who have ever taught at schools in mountainous areas, recognizing identity of ethnic people will have some new experiences on improving the methodology of teaching language The study hopes to be a sample or suggestion for them to identify the constructions of H’mong student’s identities 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 Thirdly, for H’mong students, they act according to their own ways, when they concede their identities, they will aware who they are, which values of identity are the same or different from other ethnic people This can be sources of documents to engage the relationship and solidarity with others Finally, for the researchers, the thesis can provide useful information for further studies of the same topic in the future 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 The research is confined to study identities of one H’mong group of students’ construction and factors that affect the process of their identity foundation As a single case study, the research does not intend to generalize its findings REFERENCES Anderson, B (1991) Imagined Communities London: Routledge Alice Kolb and David Kolb ( 2009) Learning never end CAEL Forum and News, 5-14 Beijaard, D., Verloop, N.,& Vermunt, J.D (2000) Teacher’s perceptions of professional identity: An exploratory study from a personal knowledge perspective Teaching and Teacher education, 16(7), 749-764 Bourdieu, P (1991) Language and symbolic power Cambridge: Polity Bruner, J (1987) Life as narrative Social Research, 54(1), 11-32 Belsey, C (1980) Critical Practice London: Routledge Cao Thi Hong Phuong ( 2018) Language learning experience of two Vietnamese language adult learners Journal of English education, literature, and culture, (2), 101-109 Carl Ransom Rogers (1989) The Carl Rogers Reader Houghton Mifflin Harcourt Howard Kirschenbaum, Valerie Land Henderson Connelly, F.M & Clandinin, D.J (1986) On narrative method, personal philosophy and narrative unities in the study of teaching Journal of Research in Science Teaching, 23(4), 293-310 Connelly, F.M & Clandinin, D.J (1990) Stories of experience and narrative inquiry Educational Researcher, 19(5), 2-14 10 Connelly, F.M & Clandinin, D.J (Eds.) (1999) Shaping a professional identity: Stories of educational practice New York: Teacher’s College Press 40 11 Cohen, L., Manion, L.& Morrison, K ( 2007) Research methods in education ( 6th ed.) London: Routledge 12 David Buckingham.( 2008) Youth, identity, and digital media John D and Catherine T MacArthur Foundation series on digital media and learning MIT Press 13 Ellis, R (1986) Understanding Second Language Acquisition Oxford: Oxford University Press 14 Elliott, J & Lukes, D ( 2008) Epistemology as ethnics in research and policy: The use of case studies Journal of Philosophy of Education, 42 (1), 87-119 15 Gall, M.D., Gall, J.P., & Borg, W.T ( 2003) Educational research ( th ed.) WhitePlains, NY: Pearson Education 16 Gee, J., & Crawford, V (1998) Two kinds of teenagers: Language, identity and social class In Alvermann, D., Moore, D., & Waff, D (Eds.), Reconceptualizing the literacies in adolescents’ lives Mahwah: NJ: Erlbaum 17 Glaser BG Strauss AL (1967) The discovery of grounded theory: Strategies for qualitative research New York: Aldine de Gruyter 18 Glaser BG (1992) Basics of grounded theory analysis Emergence vs forcing California: Sociology Press 19 Gumperz, J.: 1982, Language and Social Identity, Cambridge University Press, Cambridge, England 20 Heather Lynn Stockton (2015) Identity – Focused Second Language 41 Acquisition: A systematic review of classroom Applications 21 Helms, J E (1993) Introduction: Review of Racial Identity Terminology In J E Helms (ed.), Black and White Racial Identity: Theory, Research and Practice Westport, Conn.: Praeger, 22 Holland, D C., & Lachicotte, W (2007) Vygotsky, Mead, and the new sociocultural studies of identity In H Daniels, M Cole, & J V Wertsch (Eds.), The Cambridge companion to Vygotsky Cambridge, UK: Cambridge University Press (pp 101 - 135) 23 J Elen and R E Clark New York: Earli.Clark, R E., and J Elen 2006 When less is more: Research and theory insights about instruction for complex learning In Handling Complexity in Learning Environments: Theory and Research 24 Luke, A (1996) “Text and Discourse in Education: An Introduction to Critical Disourse Analysis.” http:// www.jstor.org/ p - 48 25 Mads Jakob Kirkebæk, Xiang-Yun Du, Annie Aarup Jensen ( 2013) Teaching and Learning Culture: Negotiating the Context Springer Science & Business Media P 124-125 26 Menard-Warwick, J (2009) Gendered identities and immigrant language learning Clevedon: Multilingual Matters 27 Miller, J (2003) Audible differences: ESL and social identity in schools Clevendon: Multilingual Matters 28 Moen, T (2006) Reflections on the narrative research approach International Journal of Qualitative Methods 5(4), 1-11 42 29 Murray, G (2009) Narrative Inquiry In J Heigham & R.A Croker ( Eds), Qualitative research in applied linguistics: a practical introduction ( pp.45-65) New York: Palgrave Macmillan 30 Norton, B (1995) Social Identity, investment, and language learning TESOL Quarterly, 29 (1), 9-30 31 Norton, B (2006) Identity as a sociocultural construct in second language education In K Cadman & K O’Regan (Eds.), Tales out of school: Special issue of TESOL in Context (pp 22-33) 32 Norton, B (2010) Identity, literacy, and English-language teaching TESL Canada Journal, 28(1), 1-13 Norton, B., & McKinney, C (2011) An identity approach to second language acquisition In D Atkinson (Ed.), Alternative approaches to second language acquisition (pp 73-94) 33 Norton, B (2001) Non-participation, imagined communities, and the language classroom In M Breen (Ed.), Learner contributions to language learning: New directions in research (pp.156- 171) Harlow: Pearson Education Norton, B & Kamal, F (2003) The imagined communities of English language learners in a Pakistani school Journal of Language, Identity, and Education, (4), 301-318 34 Norton, B., & Toohey, K (2001) Changing perspectives on good language learners TESOL Quarterly, 35(2), 307-322 Norton, B., & Toohey, K (2011) Identity, language learning, and social change Language Teaching, 44(4), 412-446 35 Nunan, D., & Choi, J (2010) Language and culture: Reflective narratives and the emergence of identity New York: Routledge 43 36 Moua, M.Y (2014) Ethnic Socialization and Ethnic Identity: Examining Intergenerational Conflict as a Moderator Among Hmong American Adolescents University of WisconsinMilwaukee Theses and Dissertation Paper 507 Retrieved from http://dc.uwm.edu/cgi/viewcontent.cgi?article=1512&context=etd 37 Ochs, E & Capps, L (1996) Narrating the self Annual Review of Anthropology, 25, 19-43 38 Le Van Canh (2001) Language and Vietnamese pedagogical contexts Teacher’s edition 39 Le Van Canh ( 2013) Native English speaking Teachers’ construction of Professional Identity in an EFL Context: A case of Vietnam The journal of Asia TEFL, 10(1), 1-23 40 Le, T.T.H & Phan, L.H ( 2013) Pronlematizing the culture of learning English in Vietnam: revisiting teacher identity 248-264 41 Rattansi, A., & Phoenix, A ( 2005) Rethinking youh identities Modernist and postmodernist frameworks Identity:An international Journal of Theory and Reseach, 5, 97-123 42 Strauss A Corbin J (1990) Basics of qualitative research Grounded theory procedures and techniques Newbury Park: Sage Publications Strauss A Corbin J (1998) Basics of qualitative research techniques and procedures for developing grounded theory Second edition Thousand Oaks: Sage Publications 43 White, H (1981) The value of narrativity in the representation of reality In On Narrative Ed 44 WJT Mitchell Chicago: University of Chicago Press 44 Phan Le Ha, ( 2008), eaching English as an International Language: Identity, Resistance and Negotiation New Perspectives on Language and Education Multilingual Matters ( 45 Phan, H.L ( 2008) Teaching English as an international language: Identity, resistance and negotiation Clevedon: Multilingual matters 46 Polkinghorne, Polkinghorne D (1988) Practice Narrative knowing and and narrative the In D human sciences (pp157-184) NY: SUNY 47 Phillipson, R.(1992) Lingustic imperialism Oxford, England: Oxford university Press 48 Polkinghorne, D E (1995) Narrative configuration in qualitative analysis, in: J A Hatch & R Wisniewski (Eds) Life History and Narrative, pp 5–24 (London: Falmer Press) 49 Valdes, J.M.: 1986, Culture Bound: Bridging the Cultural Gap in Language Teaching, Cambridge University Press, Cambridge, England 50 Veikou, Th (1999) Ethnicism and ethnic identity Athens: Greek Letters 51 Spickard, P R (1992) The Illogic of American Racial Categories In Maria P.P Root (Ed), Racially mixed people in America Newbury Park, CA: Sage Publications, Inc 52 Tsui, A.B.M 2007) Complexities of identity foramtion: A narative inqury of an EF teacher TESOL Quarterly, 41 (4, 657-680 53 Richards J, Platt J, & Weber H (1985) Longman Dictionary of 45 Applied Linguistics England: Longman 54 Xu, H (2013) From the imagined to be practice: a case study on novice EFL teacher’s professional identity change in China Teaching and Teacher education, 31, 79-86 55 Wenger, E (1998) Communities of practice: Learning, meaning, and identity Cambridge: Cambridge University Press 56 Wigfield, A & Wagner, A L (2007) Competence, motivation, and identity development during adolescence In A J Elliot & C S Dweck (Eds.), Handbook of competence and motivation (pp 222-39) New York: The Guilford Press 57 Wenger, E ( 1998) Communities of practice: :Learning, meaning and identity Cambridge, NY: Cambridge University Press 58 Yin, R ( 2003) Application of case study research ( nd ed.) Thousand Oaks, CA: sage 59 Yinger, J M (1976) Ethnicity in Complex Societies In L A Coser and O N Larsen (eds.),The Uses of Controversy in Sociology New York: Free Press 60 Anderson, B (1991) Imagined Communities London: Routledge 61 Alice Kolb and David Kolb ( 2009) Learning never end CAEL Forum and News, 5-14 62 Beijaard, D., Verloop, N.,& Vermunt, J.D (2000) Teacher’s perceptions of professional identity: An exploratory study from a personal knowledge perspective Teaching and Teacher education, 16(7), 749-764 46 63 Bourdieu, P (1991) Language and symbolic power Cambridge: Polity 64 Bruner, J (1987) Life as narrative Social Research, 54(1), 11-32 65 Belsey, C (1980) Critical Practice London: Routledge 66 Cao Thi Hong Phuong ( 2018) Language learning experience of two Vietnamese language adult learners Journal of English education, literature, and culture, (2), 101-109 67 Clark, R E., and J Elen 2006 When less is more: Research and theory insights about instruction for 68 complex learning In Handling Complexity in Learning Environments: Theory and Research, edited by 69 J Elen and R E Clark New York: Earli 70 Clark, R E., and J Elen 2006 When less is more: Research and theory insights about instruction for 71 complex learning In Handling Complexity in Learning Environments: Theory and Research, edited by 72 J Elen and R E Clark New York: Earli 73 Clark, R E., and J Elen 2006 When less is more: Research and theory insights about instruction for 74 complex learning In Handling Complexity in Learning Environments: Theory and Research, edited by 75 J Elen and R E Clark New York: Earli 76 Clark, R E., and J Elen 2006 When less is more: Research and theory insights about instruction for 77 complex learning In Handling Complexity in Learning Environments: Theory and Research, edited by 78 J Elen and R E Clark New York: Earli 47 79 Clark, R E., and J Elen 2006 When less is more: Research and theory insights about instruction for 80 complex learning In Handling Complexity in Learning Environments: Theory and Research, edited by 81 J Elen and R E Clark New York: Earli 82 Clark, R E., and J Elen 2006 When less is more: Research and theory insights about instruction for 83 complex learning In Handling Complexity in Learning Environments: Theory and Research, edited by 84 J Elen and R E Clark New York: Earli 85 Clark, R E., and J Elen 2006 When less is more: Research and theory insights about instruction for 86 complex learning In Handling Complexity in Learning Environments: Theory and Research, edited by 87 J Elen and R E Clark New York: Earli 88 Carl Ransom Rogers (1989) The Carl Rogers Reader Houghton Mifflin Harcourt Howard Kirschenbaum, Valerie Land Henderson 89 Connelly, F.M & Clandinin, D.J (1986) On narrative method, personal philosophy and narrative unities in the study of teaching Journal of Research in Science Teaching, 23(4), 293-310 Connelly, F.M & Clandinin, D.J (1990) Stories of experience and narrative inquiry Educational Researcher, 19(5), 2-14 90 Connelly, F.M & Clandinin, D.J (Eds.) (1999) Shaping a professional identity: Stories of educational practice New York: Teacher’s College Press 91 Cohen, L., Manion, L.& Morrison, K ( 2007) Research methods in 48 education ( 6th ed.) London: Routledge 92 David Buckingham.( 2008) Youth, identity, and digital media John D and Catherine T MacArthur Foundation series on digital media and learning MIT Press 93 Ellis, R (1986) Understanding Second Language Acquisition Oxford: Oxford University Press 94 Elliott, J & Lukes, D ( 2008) Epistemology as ethnics in research and policy: The use of case studies Journal of Philosophy of Education, 42 (1), 87-119 95 Gall, M.D., Gall, J.P., & Borg, W.T ( 2003) Educational research ( th ed.) WhitePlains, NY: Pearson Education 96 Gee, J., & Crawford, V (1998) Two kinds of teenagers: Language, identity and social class In Alvermann, D., Moore, D., & Waff, D (Eds.), Reconceptualizing the literacies in adolescents’ lives Mahwah: NJ: Erlbaum 97 Glaser BG Strauss AL (1967) The discovery of grounded theory: Strategies for qualitative research New York: Aldine de Gruyter 98 Glaser BG (1992) Basics of grounded theory analysis Emergence vs forcing California: Sociology Press 99 Gumperz, J.: 1982, Language and Social Identity, Cambridge University Press, Cambridge, England 100 Heather Lynn Stockton (2015) Identity – Focused Second Language Acquisition: A systematic review of classroom Applications 101 Helms, J E (1993) Introduction: Review of Racial Identity Terminology In J E Helms (ed.), Black and White Racial Identity: Theory, Research and Practice Westport, Conn.: Praeger, 102 Holland, D C., & Lachicotte, W (2007) Vygotsky, Mead, and the new 49 sociocultural studies of identity In H Daniels, M Cole, & J V Wertsch (Eds.), The Cambridge companion to Vygotsky Cambridge, UK: Cambridge University Press (pp 101e135) 103 Luke, A (1996) “Text and Discourse in Education: An Introduction to Critical Disourse Analysis.” http:// www.jstor.org/ p - 48 104 Mads Jakob Kirkebæk, Xiang-Yun Du, Annie Aarup Jensen ( 2013) Teaching and Learning Culture: Negotiating the Context Springer Science & Business Media P 124-125 105 Menard-Warwick, J (2009) Gendered identities and immigrant language learning Clevedon: Multilingual Matters 106 Miller, J (2003) Audible differences: ESL and social identity in schools Clevendon: Multilingual Matters 107 Moen, T (2006) Reflections on the narrative research approach International Journal of Qualitative Methods 5(4), 1-11 108 Murray, G (2009) Narrative Inquiry In J Heigham & R.A Croker ( Eds), Qualitative research in applied linguistics: a practical introduction ( pp.45-65) New York: Palgrave Macmillan 109 Norton, B (1995) Social Identity, investment, and language learning TESOL Quarterly, 29 (1), 9-30 110 Norton, B (2006) Identity as a sociocultural construct in second language education In K Cadman & K O’Regan (Eds.), Tales out of school: Special issue of TESOL in Context (pp 22-33) 111 Norton, B (2010) Identity, literacy, and English-language teaching TESL Canada Journal, 28(1), 1-13 Norton, B., & McKinney, C (2011) An identity approach to second language acquisition In D Atkinson (Ed.), Alternative approaches to second language acquisition (pp 73-94) 112 Norton, B (2001) Non-participation, imagined communities, and the 50 language classroom In M Breen (Ed.), Learner contributions to language learning: New directions in research (pp.156- 171) Harlow: Pearson Education Norton, B & Kamal, F (2003) The imagined communities of English language learners in a Pakistani school Journal of Language, Identity, and Education, (4), 301-318 113 Norton, B., & Toohey, K (2001) Changing perspectives on good language learners TESOL Quarterly, 35(2), 307-322 Norton, B., & Toohey, K (2011) Identity, language learning, and social change Language Teaching, 44(4), 412-446 114 Nunan, D., & Choi, J (2010) Language and culture: Reflective narratives and the emergence of identity New York: Routledge 115 Moua, M.Y (2014) Ethnic Socialization and Ethnic Identity: Examining Intergenerational Conflict as a Moderator Among Hmong American Adolescents University of WisconsinMilwaukee Theses and Dissertation Paper 507 Retrieved from http://dc.uwm.edu/cgi/viewcontent.cgi?article=1512&context=etd 116 Ochs, E & Capps, L (1996) Narrating the self Annual Review of Anthropology, 25, 19-43 117 Le Van Canh (2001) Language and Vietnamese pedagogical contexts Teacher’s edition 118 Le Van Canh ( 2013) Native English speaking Teachers’ construction of Professional Identity in an EFL Context: A case of Vietnam The journal of Asia TEFL, 10(1), 1-23 119 Le, T.T.H & Phan, L.H ( 2013) Pronlematizing the culture of learning English in Vietnam: revisiting teacher identity 248-264 120 Rattansi, A., & Phoenix, A ( 2005) Rethinking youh identities 51 Modernist and postmodernist frameworks Identity:An international Journal of Theory and Reseach, 5, 97-123 121 Strauss A Corbin J (1990) Basics of qualitative research Grounded theory procedures and techniques Newbury Park: Sage Publications Strauss A Corbin J (1998) Basics of qualitative research techniques and procedures for developing grounded theory Second edition Thousand Oaks: Sage Publications 122 White, H (1981) The value of narrativity in the representation of reality In On Narrative Ed WJT Mitchell Chicago: University of Chicago Press 123 Dr Phan Le Ha, ( 2008), eaching English as an International Language: Identity, Resistance and Negotiation New Perspectives on Language and Education Multilingual Matters ( 124 Phan, H.L ( 2008) Teaching English as an international language: Identity, resistance and negotiation Clevedon: Multilingual matters 125 Polkinghorne, Polkinghorne D (1988) Practice Narrative knowing and and narrative the In D human sciences (pp157-184) NY: SUNY 126 Phillipson, R.(1992) Lingustic imperialism Oxford, England: Oxford university Press 127 Polkinghorne, D E (1995) Narrative configuration in qualitative analysis, in: J A Hatch & R Wisniewski (Eds) Life History and Narrative, pp 5–24 (London: Falmer Press) 128 Valdes, J.M.: 1986, Culture Bound: Bridging the Cultural Gap in Language Teaching, Cambridge University Press, Cambridge, England 129 Veikou, Th (1999) Ethnicism and ethnic identity Athens: Greek Letters 130 Spickard, P R (1992) The Illogic of American Racial Categories In Maria P.P Root (Ed), Racially mixed people in America Newbury Park, 52 ... VƯỢNG A NARRATIVE INQUIRY INTO H’MONG STUDENTS’ IDENTITY CONSTRUCTION IN LEARNING ENGLISH ( Nghiên cứu tường thuật kiến tạo ngã học sinh H’mong việc học Tiếng Anh ) M.A MINOR THESIS (Type I)... supervisor Assoc Prof Dr Le Van Canh who gave me a lot of valuable guidance, encouragements, criticisms and correction throughout my thesis writing I am indebted to three H’mong students as well as... identity construction of H’mong students in learning English from high school, who are living and studying in a mountainous area It attempts to find out how a small group of H’mong high school students