Identities in Flux: English as Cultural Capital and a Rationale for Investment in a Pakistani University Classroom

IF 1.5 3区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Rooh Ul Amin, Sham Haidar, Syed Abdul Manan, Fasih Ahmed
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引用次数: 0

Abstract

This study investigates the connection between access to English during early schooling (Urdu-medium public schools and English-medium private schools), the impetus of investing in a graduate classroom, and their role in shaping learners' habitus, and identities. Using cultural capital and investment as the conceptual lens and students' interviews as the data, collected from a Pakistani university graduate classroom, the study explores access to English (cultural capital) and sees whether it symbolizes a privileged position in an all-English milieu classroom setting. Grounded in a phenomenological design, the thematic analysis of the data demonstrates that English is not only perceived as invested capital but is also instrumental in (re)shaping the learners' self. The extent of access to learning English in schools not only facilitates (dis)advantaged positions but also defines symbolic power and the sense of (not)belonging to the classroom setting. The findings also exhibit that the learners' perceived positioning has a direct relationship with their investment in English and the potential returns in the form of capital valued in the social market. Having socioeconomic prestige associated with access to English, it is essential to revisit education policies, train teachers, and introduce inclusive curricula for promoting equitable access to learning English—the dominant language in Pakistan. This study suggests that English has considerable social consequences for learners in Pakistan, the degree of convergences with and divergences from this study's findings in other contexts may also be explored.

流变中的身份认同:英语作为文化资本和巴基斯坦大学课堂投资的基本原理
本研究调查了早期教育(以乌尔都语为母语的公立学校和以英语为母语的私立学校)中获得英语的机会、投资研究生课堂的动力以及它们在塑造学习者习惯和身份方面的作用之间的联系。本研究以文化资本和投资为概念视角,以学生访谈为数据,从巴基斯坦一所大学的研究生课堂中收集数据,探讨了获得英语(文化资本)的途径,并观察它是否象征着在全英语环境下的课堂设置中的特权地位。在现象学设计的基础上,对数据的主题分析表明,英语不仅被视为投资资本,而且还有助于(重新)塑造学习者的自我。在学校学习英语的机会程度不仅有利于(不利)处于有利地位,而且还决定了象征性权力和对课堂环境的归属感。研究结果还表明,学习者的感知定位与他们在英语上的投资以及在社会市场上以资本形式估值的潜在回报有直接关系。由于社会经济地位与英语学习相关,因此必须重新审视教育政策,培训教师,并引入包容性课程,以促进公平地学习英语-巴基斯坦的主导语言。这项研究表明,英语对巴基斯坦的学习者有相当大的社会影响,在其他情况下,与本研究结果的趋同程度和差异程度也可以探讨。
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来源期刊
CiteScore
3.30
自引率
0.00%
发文量
40
期刊介绍: The International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.
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