This doctoral study explores the museum as site and resource for language learning by adult migrants, refugees and asylum seekers. English for Speakers of Other Languages (ESOL) provision has emerged over the past decade in museums across the UK and elsewhere within an increasing emphasis on informal adult learning programs. While there has been extensive research on second language acquisition, museum learning and social inclusion separately, there have been few studies that have investigated language learning in the context of museums, and even fewer studies that have sought to understand the benefits of language learning in museums for this target group of learners and how it might relate to the concept of inclusion. The study is centred around an ethnography that addresses these gaps in the literature and which examined three primary questions: (a) what are the target learners’ experiences of social inclusion and exclusion post-migration, and its interface with their English language abilities? (b) what are learners’ perceptions of the impact of participating in ESOL in museums in terms of exclusion and inclusion?, and (c) what occurs in interaction during ESOL in museums? In collaboration with City of Edinburgh Council Museums and Galleries Service, a cohort of 14 adult ESOL learners were studied over a 5-month ESOL course held in the City’s Museums and Galleries. In-depth time-series interviews were conducted with participants over the 5-month period. Narrative analysis (Labov & Waletzky, 1967; Riessman, 1993) of interviews examined narrative trajectories within case and across cases, mapping experiences post migration, in and beyond museums. In order to investigate the affordances of dialogue in museums, conversational interaction was observed and recorded during the 11 weekly museum visits. Conversation analysis (Leinhardt & Knutson, 2004; Markee, 2000) examined what occurred in talk, focusing on interaction between interlocutors, its function and content. Drawing on a social theory that conceptualizes language as symbolic power (Bourdieu, 1977, 1989, 1991) and identities as constructed and reflexive (Block, 2007b; Giddens, 1991; Norton, 2000), analysis indicates that the experience of migration provoked deficit conceptions of self as participants negotiated their new social milieu through English language. Access to opportunities to engage in English are mediated both by institutional forces, e.g. social space afforded in institutional contexts, and perceptions of self. Analysis of dialogue in museums shows participants positioning themselves and being positioned as ‘knowers’, where primacy was given to collaborative meaning making about museum displays, objects and artefacts in conversational interaction. Analyses of interviews indicate shifts in identity trajectories from deficit to competent views of self through participation in ESOL in museums. These findings suggest a cumulative effect of micro-interactions on identities constructed in dialogue and point to the critical role which learning in museums and other informal environments can have in terms of providing social space within which to engage in positive dialogue that both challenges isolation and exclusion and helps foster increasing confidence and competence in the target language alongside feelings of inclusion for the majority of participants in the research.

Thesis (M.A.) - Simon Fraser University, 2004. / Theses (Faculty of Education) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis (B.A.)--Haverford College, Dept. of Spanish, 2009. / Includes bibliographical references.

The aim of this thesis is to examine the relationship between language and nation-building. The research is based on critical analysis of nation, nationalism, nation-building and language ideology theories. These theories are applied in the case study: Language as a symbol of the Ukrainian national identity. In order to analyze the origins of such symbolism, the Ukrainian nation-building project is analyzed in historical and political context. In the case study the model of the Ukrainian nation-building is examined through the prism of language policy. This thesis outlines the shortcomings of current state language policy and suggests recommendations for its future improvement.

This is an instrumental case study that focuses on the construction of English Language Learner Identity (ELLI) in postcolonial Pakistan. It is a study of students at a public sector university in the province of Sindh. The study broadly examines how English language learners reconstruct, redefine and negotiate their language learner identities during their English language learning journeys. In particular, it attempts to explore learners’ investment and agency in learning English and what ‘future possible selves’ they want to achieve after acquiring English language skills. Consideration is given to how learning English as a second language may be impacted by students’ gender, social class and ethnolinguistic selves and how learners’ English Language Learner Identity is formed and reformed in postcolonial Pakistan. This instrumental case study of the University of Sindh did not attempt to explore the case in its entirety but rather studied a particular aspect of it. In order to gather the data for my study I recruited three cohorts - primary (Year 1) and secondary (Year 2, 3 and 4) participants and other stakeholders from the Institute of English Language and Literature (IELL), the University of Sindh (UoS). Year 1 students were the key participants in the study but with the involvement of 2nd, 3rd and 4th year students, I was able to construct a possible sense of language learner identity and language learning evolution beyond the first year students’ experiences. Year 1 students were interviewed twice over a twelve-month period during which time they also wrote reflective diaries twice a month. Engagement with each of the other year groups involved one focus group discussion with each year once only in the middle of the data collection journey. In addition, participant shadowing and non-participant classroom observations were also utilised to enhance understanding and to triangulate the data. The views of other stakeholders such as the language teacher, the Director of the Institute and the Dean of the Faculty were also gathered to supplement and inform the data collected from students. The key findings of this study suggested that investment, learner agency, desire for possible future selves and historical and cultural consciousness are the main constructs of language learner identity in postcolonial Pakistan. Learners have invested in English language learning through a number of processes and have had unique language learning journeys exercising their learner agency. It reinforced an understanding of learners’ identities as dynamic and multidimensional and fluid in nature, being continually reconstructed and negotiated over time in different academic, social and cultural contexts leading to a hybridised English Language Learner Identity (ELLI) situated in the ‘third space’. It was found that Year 1 students were open to negotiating their multidimensional identities but conformed to an acceptance of the primacy of English while their senior counterparts resisted and sometimes challenged not only English language learning but also the significance of English as a mechanism for linguistic and cultural manipulation. It was noticed that the nature and extent of investment, agency and identity negotiations were related to learners’ individual experiences, social class, academic, family and ethnolinguistic background and their year of the degree programme.

Meteorologists working for the state government in Ceara, Northeast Brazil claim that the kinds of forecasts they can currently produce are not useful for subsistence farmers, who lack resources to act on forecast-based decisions. I argue that scientific predictions do have meaning and consequences in rural communities. Official forecasts inform policies that affect farmers; therefore, farmers hold government accountable for predictions, even if they do not directly influence the farmers' own decision-making.My investigation takes the discussion beyond notions of "usefulness" as I demonstrate that prediction is more than a projection of the future based on the past and the present. In prediction discourse, people create understandings of their place in the social world, including their relationship to government. While government discourse constructs farmers as "non-users" and removes its responsibility to them, traditional "rain prophets" motivate farmers with optimistically-framed predictions and encourage autonomy from government.Prediction is a meaning-making endeavor―not just of ecological and atmospheric processes, but of who people are and how they live. Drawing on linguistic theories of performance and performativity, I analyze strategic language use within a cultural models framework, taking into account the emotions and motivations associated with experiences of living in a particular environment (both natural and material), and how these are crucial to understanding the meanings of prediction. Through prediction, people test the limits of their knowledge, judgement and faith. My examination of the connections between cultural models of 'prediction' and 'lie' explains how traditional predictions motivate farmers and build solidarity in opposition to exclusionary systems of government and science.This research furthers our understanding of how locally marginalized groups engage with government and the knowledge systems it privileges. After tracing constructions of "rain prophet" and "scientist" in the media, I show how rain prophets both oppose themselves to and align themselves with media representations of science, as they establish their authority and challenge meteorologists' expertise. Meanwhile, meteorologists work to authenticate science as the only legitimate authority. Thus, in prediction performances, meteorologists and rain prophets position themselves within local and global discourses about science and traditional knowledge.

Thesis (Ph. D.)--University of Washington, 1996. / Vita. Includes bibliographical references (leaves [367]-391).

This thesis focuses specifically on the gentry of North-East Wales. It addresses the question of the uniqueness of the region's gentry in relation to societal organisation, authority, identity, religion, and political culture. The thesis examines the impact of the events of 1640 to 1688 on the conservative culture of the region. It assesses the extent to which the seventeenth-century crises changed that culture. Additionally, it discusses the distinctiveness of the Welsh response to those events. This thesis offers new arguments, or breaks new ground, in relation to three principal areas of historiography: the questions of Welsh identity, religion, and political culture. Within Welsh historiography this thesis argues for a continuation of Welsh identity and ideals. It uncovers a royalist, loyalist, and Anglican culture that operated using ancient ideals of territorial power and patronage to achieve its ends. In doing so it overturns a lingering idea that the Welsh gentry were anglicised and alienated from the populace. The thesis also interacts with English debates on the same themes. In exploring the unique aspects of the culture of North-East Wales, the assertion of an anglicised monoculture across England and Wales can be disproven. This allows for a more complex picture of British identity, religion, and politics to emerge. This thesis musters correspondence, material objects, diaries, notebooks, accounts, official documents, and architectural features to aid in its analysis. This breadth of evidence allows for a broad analysis of regional patterns while allowing for depth when required. The first three chapters of the thesis examine the North-East Welsh gentry in relation to the themes of Welsh society and identity; religion; and finally political culture. The final chapter comprises three case studies that explore aspects of the aforementioned themes in further depth.

In the past few years in the United Arab Emirates (UAE) there has been an overwhelming focus on the use of English at all levels of education, in both public and private schools. In addition, the UAE has given English a fairly central role in both the educational sphere and within society. This rapid spread of English has caused concern among members of the general public, some political figures, and the media. Much of the concern with the spread of English is that the language is taking away from young people’s attachment to and fluency in Arabic. In addition, there is a major concern that any loss of Arabic is tantamount to a loss of Arab identity. The discourse of Arabic as an identity marker needs to be assessed in order to determine the validity of these concerns. In order to evaluate this discourse, this study examines how students, who are native speakers of Arabic, perceive their Arab identity. This is done in two ways: first, by asking them to articulate their perceptions about their own Arab identities, and secondly by asking them to discuss their use of both languages. The study asks the students directly what they believe marks their Arab identity. The research for this thesis took place at an American curriculum, English medium university in the UAE. The data for the study was collected in two ways, through a questionnaire that 304 Arabic speaking students completed, followed by semi-structured interviews with 12 of those students. The findings of this study reveal that Arab youth living in the UAE have a complex Arab identity which is made up of a variety of markers or affiliations. Most participants were unable to state definitively that Arabic was the main marker of their Arab identity, or even a major marker. In a world of globalization and global English, these Arab youth have found another language in which to communicate. They see both Arabic and English as resources for facilitating communication, and do not see a strict bond between Arabic and an Arab identity. The participants view their identity as fluid and display agency in their understanding of their Arab identity and in how they use both languages. The results reveal that there is some concern with a loss of Arabic literacy, but there seems to be very little concern about any loss of Arab identity. Overall the findings show that researching Arab identity is a complicated process, and the responses that are garnered show how complex this process is in the UAE. Based on these findings, it is argued that in this particular setting within the UAE, Arabic is not looked upon as an identity marker. However, due to the paucity of research directly interrogating Arabic and Arab identity construction in the Arab world, this study recommends that further studies be carried out in other institutions of higher education in the UAE, where students may not be as proficient in English, and in other Arab nations where English is perhaps not as firmly entrenched.

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