English Language Users’ Identity Shaped as a Context Consequence

Este estudio de caso reporta los hallazgos sobre cómo se moldea la identidad de una persona al aprender inglés como segunda lengua, analizando la realidad de 3 participantes de diferentes ciudades de Colombia. El estudio se realizó de manera virtual donde se recolectaron los datos por medio de histo...

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Autores:: Calderón Arias, Diomar Geraldin

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2024

Institución:: Universidad Santo Tomás

Repositorio:: Repositorio Institucional USTA

Idioma:: spa

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repository_id_str
dc.title.spa.fl_str_mv	English Language Users’ Identity Shaped as a Context Consequence
title	English Language Users’ Identity Shaped as a Context Consequence
spellingShingle	English Language Users’ Identity Shaped as a Context Consequence Non-native speakers Research Speak Identity Reality Lengua Extranjera Inglés Identidad-Persona Idioma-inglés Hablantes no nativos Investigación Habla Identidad Realidad
title_short	English Language Users’ Identity Shaped as a Context Consequence
title_full	English Language Users’ Identity Shaped as a Context Consequence
title_fullStr	English Language Users’ Identity Shaped as a Context Consequence
title_full_unstemmed	English Language Users’ Identity Shaped as a Context Consequence
title_sort	English Language Users’ Identity Shaped as a Context Consequence
dc.creator.fl_str_mv	Calderón Arias, Diomar Geraldin
dc.contributor.advisor.none.fl_str_mv	Lopez Urbina, Johanna Patricia
dc.contributor.author.none.fl_str_mv	Calderón Arias, Diomar Geraldin
dc.contributor.orcid.spa.fl_str_mv	https://orcid.org/0000-0002-1293-8042
dc.contributor.googlescholar.spa.fl_str_mv	https://scholar.google.com/citations?hl=es&user=NJSBNuoAAAAJ
dc.contributor.cvlac.spa.fl_str_mv	https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000121541 https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002068775
dc.contributor.corporatename.spa.fl_str_mv	Universidad Santo Tomás
dc.subject.keyword.spa.fl_str_mv	Non-native speakers Research Speak Identity Reality
topic	Non-native speakers Research Speak Identity Reality Lengua Extranjera Inglés Identidad-Persona Idioma-inglés Hablantes no nativos Investigación Habla Identidad Realidad
dc.subject.lemb.spa.fl_str_mv	Lengua Extranjera Inglés Identidad-Persona Idioma-inglés
dc.subject.proposal.spa.fl_str_mv	Hablantes no nativos Investigación Habla Identidad Realidad
description	Este estudio de caso reporta los hallazgos sobre cómo se moldea la identidad de una persona al aprender inglés como segunda lengua, analizando la realidad de 3 participantes de diferentes ciudades de Colombia. El estudio se realizó de manera virtual donde se recolectaron los datos por medio de historias de vida y grupos focales, para por medio de los análisis emergente, código axial y categoría enfocada obtener resultados de cómo llega a impactar las situaciones; cambios personales, y la influencia del contexto donde aprenden inglés como una segunda lengua. El estudio reveló que la identidad lingüística que moldea cada participante en su proceso de aprendizaje del inglés como lengua extranjera depende del lugar en donde están, y del tipo de acercamiento que tiene cada uno con la lengua y la influencia que tiene en su vida diaria. Palabras clave: Hablantes no nativos, investigación, habla, identidad, realidad.
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-01-23T22:06:05Z
dc.date.available.none.fl_str_mv	2024-01-23T22:06:05Z
dc.date.issued.none.fl_str_mv	2024-01-22
dc.type.local.spa.fl_str_mv	Trabajo de grado
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dc.identifier.citation.spa.fl_str_mv	Calderón Arias, D. G. (2023). English Language Users’ Identity Shaped as a Context Consequence. [Trabajo Grado, Universidad Santo Tomás]. Repositorio Institucional.
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/11634/53686
dc.identifier.reponame.spa.fl_str_mv	reponame:Repositorio Institucional Universidad Santo Tomás
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Santo Tomás
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identifier_str_mv	Calderón Arias, D. G. (2023). English Language Users’ Identity Shaped as a Context Consequence. [Trabajo Grado, Universidad Santo Tomás]. Repositorio Institucional. reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co
url	http://hdl.handle.net/11634/53686
dc.language.iso.spa.fl_str_mv	spa
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dc.relation.references.spa.fl_str_mv	Al-Khasawneh, F. M. (2017). A genre analysis of research article abstracts written by native and non-native speakers of English. Journal of Applied Linguistics and Language Research, 4(1), 1-13. Alhawsawi, S. (2015). The influence of identity on students’ learning experiences in an English as foreign language program in a Saudi medical university. Education Journal, 4(4), 149- 157. Amble, C. A. A. C. (2016). Identity and English Language Learning: The Case of Pakistani Elementary Students in Saskatoon (Doctoral dissertation, University of Saskatchewan). Bailey, J. (2008). The first step in qualitative data analysis: transcribing. Family Practice, 25(2), 127-131. Benseddik, L. (2020). The Impact of Students’ Future Imagined Identities on Their English Language Learning in an EFL Context: The Case of English for Law (Doctoral dissertation, University of Northampton). Byram, M. (n.d.). Languages and Identities. Coe. int. Retrieved April 5, 2023, from https://rm.coe.int/preliminary-study-languages-and-identities-intergovernmentalconferenc/16805c5d4a Bauer, P. C. (2019). Conceptualizing trust and trustworthiness (No. 61). Revised version of a working paper published in: Political Concepts Working Paper Series. Chamberlain, K., & Lyons, A. (2020). 30 Critical and Qualitative Approaches to Behavior Change. The handbook of behavior change, 430. Fan, F., & de Jong, E. J. (2019). Exploring professional identities of non-native-Englishspeaking teachers in the United States: A narrative case study. TESOL Journal, 10(4), e495. Ferri, G., & Magne, V. (2021). Exploring the language ideology of nativeness in narrative accounts of English second language users in Montreal. Critical Inquiry in Language Studies, 18(3), 229-246. Forbes, K., Evans, M., Fisher, L., Gayton, A., Liu, Y., & Rutgers, D. (2021). Developing a multilingual identity in the language’s classroom: the influence of an identity-based pedagogical intervention. The Language Learning Journal, 49(4), 433-451 González, A., & Llurda, E. (2016). Bilingualism and globalization in Latin America: Fertile ground for native-speakerism. LETs and NESTs: Voices, views, and vignettes, 90-109. Hartley, J. (2004). WHAT IS A CASE STUDY? Essential guide to qualitative methods in organizational research, 323. Hibatullah, O. F. (2019). The Challenges of International EFL Students to Learn English in a non-English speaking country. Journal of Foreign Language Teaching & Learning, 4(2), 88-105 Hidayati, T. (2018). Student language anxiety in learning English: Examining non-English major students in the rural area. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(2), 95-113. Lee, J., & Heinz, M. (2016). English language learning strategies reported by advanced language learners. Journal of International Education Research (JIER), 12(2), 67-76 Nasrollahi Shahri, M. N. (2018). Constructing a voice in English as a foreign language: Identity and engagement. TESOL Quarterly, 52(1), 85-109 Norton, B., & Pavlenko, A. (2019). Imagined communities, identity, and English language learning in a multilingual world. Second handbook of English language teaching, 703- 718. Ngulube, P. (2015). Qualitative data analysis and interpretation: systematic search for meaning. Addressing research challenges: making headway for developing researchers, 131, 156. Petroni, F., Rocktäschel, T., Lewis, P., Bakhtin, A., Wu, Y., Miller, A. H., & Riedel, S. (2019). Language models as knowledge bases? arXiv preprint arXiv:1909.01066. Poria, S., Cambria, E., Hazarika, D., Majumder, N., Zadeh, A., & Morency, L. P. (2017, July). Context-dependent sentiment analysis in user-generated videos. In Proceedings of the 55th annual meeting of the Association for Computational Linguistics (Volume 1: Long papers) (pp. 873-883) Sim, J., & Waterfield, J. (2019). Focus group methodology: some ethical challenges. Quality & Quantity, 53(6), 3003-3022 Tarhan, H. (2015). Social identity change among English language learners: A case study (master’s thesis, Middle East Technical University). Thomas, D. R. (2003). A general inductive approach for qualitative data analysis. Wei, L. (2018). Translanguaging as a practical theory of language. Applied linguistics, 39(1), 9- 30. William G. Tierney & Michael Lanford (2019) Life History Methods 1.20 (S/f). Researchgate.net. Recuperado el 16 de noviembre de 2022, de https://www.researchgate.net/publication/332555088_Life_History_Methods Williams, S. N., Armitage, C. J., Tampe, T., & Dienes, K. (2020). Public perceptions and experiences of social distancing and social isolation during the COVID-19 pandemic: A UK-based focus group study. BMJ open, 10(7), e039334. Williamson, D., & Chen, T. (2018). Linguistic labor: International hospitality employees’ use of non-English native language in service encounters. Hospitality Insights, 2(2), 7-8.
dc.rights.*.fl_str_mv	Atribución-NoComercial-SinDerivadas 2.5 Colombia Atribución-NoComercial-SinDerivadas 2.5 Colombia
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dc.coverage.campus.spa.fl_str_mv	CRAI-USTA Bogotá
dc.publisher.spa.fl_str_mv	Universidad Santo Tomás
dc.publisher.program.spa.fl_str_mv	Pregrado Licenciatura en Lengua Extranjera - Inglés
dc.publisher.faculty.spa.fl_str_mv	Facultad de Educación
institution	Universidad Santo Tomás
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spelling	Lopez Urbina, Johanna PatriciaCalderón Arias, Diomar Geraldinhttps://orcid.org/0000-0002-1293-8042https://scholar.google.com/citations?hl=es&user=NJSBNuoAAAAJhttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000121541https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002068775Universidad Santo Tomás2024-01-23T22:06:05Z2024-01-23T22:06:05Z2024-01-22Calderón Arias, D. G. (2023). English Language Users’ Identity Shaped as a Context Consequence. [Trabajo Grado, Universidad Santo Tomás]. Repositorio Institucional.http://hdl.handle.net/11634/53686reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEste estudio de caso reporta los hallazgos sobre cómo se moldea la identidad de una persona al aprender inglés como segunda lengua, analizando la realidad de 3 participantes de diferentes ciudades de Colombia. El estudio se realizó de manera virtual donde se recolectaron los datos por medio de historias de vida y grupos focales, para por medio de los análisis emergente, código axial y categoría enfocada obtener resultados de cómo llega a impactar las situaciones; cambios personales, y la influencia del contexto donde aprenden inglés como una segunda lengua. El estudio reveló que la identidad lingüística que moldea cada participante en su proceso de aprendizaje del inglés como lengua extranjera depende del lugar en donde están, y del tipo de acercamiento que tiene cada uno con la lengua y la influencia que tiene en su vida diaria. Palabras clave: Hablantes no nativos, investigación, habla, identidad, realidad.This case study reports the findings on how a person's identity is shaped by learning English as a second language, analyzing the reality of 3 participants from different cities in Colombia. The study was conducted virtually where data were collected through life histories and focus groups, to obtain results through emergent analysis, axial code, and focused category to obtain results on how situations impact; personal changes, and the influence of the context where they learn English as a second language. The study revealed that the linguistic identity that shapes each participant in their process of learning English as a foreign language depends on the place where they are, the type of approach each one has with the language, and the influence it has on their daily life. Keywords: Non-native speakers, research, speak, identity, reality.Licenciado en Lengua Extranjera - InglésPregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 ColombiaAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2English Language Users’ Identity Shaped as a Context ConsequenceNon-native speakersResearchSpeakIdentityRealityLengua Extranjera InglésIdentidad-PersonaIdioma-inglésHablantes no nativosInvestigaciónHablaIdentidadRealidadTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA BogotáAl-Khasawneh, F. M. (2017). A genre analysis of research article abstracts written by native and non-native speakers of English. Journal of Applied Linguistics and Language Research, 4(1), 1-13.Alhawsawi, S. (2015). The influence of identity on students’ learning experiences in an English as foreign language program in a Saudi medical university. Education Journal, 4(4), 149- 157.Amble, C. A. A. C. (2016). Identity and English Language Learning: The Case of Pakistani Elementary Students in Saskatoon (Doctoral dissertation, University of Saskatchewan).Bailey, J. (2008). The first step in qualitative data analysis: transcribing. Family Practice, 25(2), 127-131.Benseddik, L. (2020). The Impact of Students’ Future Imagined Identities on Their English Language Learning in an EFL Context: The Case of English for Law (Doctoral dissertation, University of Northampton).Byram, M. (n.d.). Languages and Identities. Coe. int. Retrieved April 5, 2023, from https://rm.coe.int/preliminary-study-languages-and-identities-intergovernmentalconferenc/16805c5d4aBauer, P. C. (2019). Conceptualizing trust and trustworthiness (No. 61). Revised version of a working paper published in: Political Concepts Working Paper Series.Chamberlain, K., & Lyons, A. (2020). 30 Critical and Qualitative Approaches to Behavior Change. The handbook of behavior change, 430.Fan, F., & de Jong, E. J. (2019). Exploring professional identities of non-native-Englishspeaking teachers in the United States: A narrative case study. TESOL Journal, 10(4), e495.Ferri, G., & Magne, V. (2021). Exploring the language ideology of nativeness in narrative accounts of English second language users in Montreal. Critical Inquiry in Language Studies, 18(3), 229-246.Forbes, K., Evans, M., Fisher, L., Gayton, A., Liu, Y., & Rutgers, D. (2021). Developing a multilingual identity in the language’s classroom: the influence of an identity-based pedagogical intervention. The Language Learning Journal, 49(4), 433-451González, A., & Llurda, E. (2016). Bilingualism and globalization in Latin America: Fertile ground for native-speakerism. LETs and NESTs: Voices, views, and vignettes, 90-109.Hartley, J. (2004). WHAT IS A CASE STUDY? Essential guide to qualitative methods in organizational research, 323.Hibatullah, O. F. (2019). The Challenges of International EFL Students to Learn English in a non-English speaking country. Journal of Foreign Language Teaching & Learning, 4(2), 88-105Hidayati, T. (2018). Student language anxiety in learning English: Examining non-English major students in the rural area. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(2), 95-113.Lee, J., & Heinz, M. (2016). English language learning strategies reported by advanced language learners. Journal of International Education Research (JIER), 12(2), 67-76Nasrollahi Shahri, M. N. (2018). Constructing a voice in English as a foreign language: Identity and engagement. TESOL Quarterly, 52(1), 85-109Norton, B., & Pavlenko, A. (2019). Imagined communities, identity, and English language learning in a multilingual world. Second handbook of English language teaching, 703- 718.Ngulube, P. (2015). Qualitative data analysis and interpretation: systematic search for meaning. Addressing research challenges: making headway for developing researchers, 131, 156.Petroni, F., Rocktäschel, T., Lewis, P., Bakhtin, A., Wu, Y., Miller, A. H., & Riedel, S. (2019). Language models as knowledge bases? arXiv preprint arXiv:1909.01066.Poria, S., Cambria, E., Hazarika, D., Majumder, N., Zadeh, A., & Morency, L. P. (2017, July). Context-dependent sentiment analysis in user-generated videos. In Proceedings of the 55th annual meeting of the Association for Computational Linguistics (Volume 1: Long papers) (pp. 873-883)Sim, J., & Waterfield, J. (2019). Focus group methodology: some ethical challenges. Quality & Quantity, 53(6), 3003-3022Tarhan, H. (2015). Social identity change among English language learners: A case study (master’s thesis, Middle East Technical University).Thomas, D. R. (2003). A general inductive approach for qualitative data analysis. Wei, L. (2018). Translanguaging as a practical theory of language. Applied linguistics, 39(1), 9- 30.William G. Tierney & Michael Lanford (2019) Life History Methods 1.20 (S/f). Researchgate.net. Recuperado el 16 de noviembre de 2022, de https://www.researchgate.net/publication/332555088_Life_History_MethodsWilliams, S. N., Armitage, C. J., Tampe, T., & Dienes, K. (2020). Public perceptions and experiences of social distancing and social isolation during the COVID-19 pandemic: A UK-based focus group study. BMJ open, 10(7), e039334.Williamson, D., & Chen, T. (2018). Linguistic labor: International hospitality employees’ use of non-English native language in service encounters. 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English Language Users’ Identity Shaped as a Context Consequence

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