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Ethnic Identity and Second Language Learning

Published online by Cambridge University Press:  13 March 2015

Pavel Trofimovich  and
Larisa Turuševa
Pavel Trofimovich
Affiliation:
Concordia University, Montreal, CanadaPavel.Trofimovich@concordia.ca
Larisa Turuševa
Affiliation:
Latvia University of Agriculture, Jelgava, LatviaLarisa.Turuseva@llu.lv
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Abstract

Ethnic identity refers to the subjective experience embracing the feelings, experiences, and behaviors through which people position their membership in a single or multiple ethnic groups. The goal of this article is to integrate evidence from social psychology and applied linguistics, by focusing on the identity–language link from the perspective most relevant to second language (L2) development, namely, by considering how ethnic identity might be implicated in L2 learning. We first define and contextualize ethnic identity and its possible relationships to language. We then review recent empirical evidence for the link between ethnic identity and L2 measures, and we speculate on whether this link represents a bidirectional relationship whereby ethnic identity and language are interlocked through self-reinforcing processes and mediated through language users’ experience with language. We conclude by framing research on ethnic identity within sociocognitive views of L2 learning and describe several possible avenues for advancing this area of research.

Type
Research Article
Information
Annual Review of Applied Linguistics , Volume 35 , March 2015 , pp. 234 - 252
Copyright
Copyright © Cambridge University Press 2015 

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References

ANNOTATED BIBLIOGRAPHY

Cervatiuc, A. (2009). Identity, good language learning, and adult immigrants in Canada. Journal of Language, Identity & Education, 8, 254–271. doi:10.1080/15348450903130439

Academically and professionally successful immigrants to Canada created hybrid identities that embraced both their ethnic and target cultures; immigrants sought and gained access to social interaction with members of the host community and other successful immigrants.

Gatbonton, E., Trofimovich, P., & Segalowitz, N. (2011). Ethnic group affiliation and pattern of development of a phonological variable. Modern Language Journal, 95, 188–204. doi:10.1111/j.1540-4781.2011.01177.x

Native French speakers of L2 English in Quebec showed associations between their sense of ethnic identity and several measures of L2 pronunciation learning, with such associations mediated through amount of self-reported L2 use.

Gluszek, A., Newheiser, A.-K., & Dovidio, J. F. (2011). Social psychological orientations and accent strength. Journal of Language and Social Psychology, 30, 28–45. doi:10.1177/0261927X10387100

For nonnative speakers of English in the United States, lack of identification with the American culture was tied to perceived L2 accent strength, perceived communication difficulties, and lack of social belonging to the United States.

Rubenfeld, S., Clément, R., Lussier, D., Lebrun, M., & Auger, R. (2006). Second language learning and cultural representations: Beyond competence and identity. Language Learning, 56, 609–631. doi:10.1111/j.1467-9922.2006.00390.x

For both L2 English and French speakers in Canada, experience with L2 learning was associated with more positive views of the target L2 society.

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