Carly Collins

English language acquisition and identity: An Ethnographic study of secondary school participants of the CLIL project in Catalonia.

The proposed qualitative study aims to investigate the relationship between English language acquisition and identity in the context of second level CLIL (Content and Language Integrated Learning) classrooms in the region of Catalonia, Spain. Data collection will firstly entail semi-structured interviews with approximately 20 participants made up of a majority number of students and a minority of teachers. Secondly, researcher classroom observation together with recorded classroom interaction, and thirdly, recorded discussions by focus groups, will serve as data sources. By means of ethnographically grounded discourse analysis, the study will attempt to highlight markers of potential emergent anglophone identities, taking into account motivations for participation, linguistic confidence in English, and seeking to explore self representations of speaking English in the local classroom context, and a broader globalized cultural context.

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