The Power of Identity and Ideology in Language Learning 1st Edition by Peter De Costa 9783319302096 3319302094

Chapter 1: Foreign Talent and Singapore

1.1 Global Flow of Migrants

1.1.1 Designer Immigration: A Worldwide Phenomenon

1.1.2 Language as a Filtering Tool

1.2 Critically-Oriented Research on Model Minority and Immigrant Youth

1.3 Making the Case for Designer Immigrants

1.4 Overview of the Chapters

References

Chapter 2: Reconceptualizing Language, Language Learning, and the Language Learner in the Age of

2.1 Introduction

2.2 Globalization and Educational Processes

2.3 Poststructuralism and SLA

2.4 Pierre Bourdieu and SLA

2.5 Consequences of Globalization and the Commodification of Languages

2.5.1 Language as Ideology, Semiotic Reconstruction, and Performance

2.5.2 Language Learning Through an Ideology and Identity Lens

2.5.3 Imagined Communities, Social Imaginaries, and Circulating Ideologies

2.5.4 Symbolic Competence and Enregistering the Globalized Language Learner

References

Chapter 3: Researching, Analyzing, and Constructing the Data

3.1 Introduction

3.2 Critical Ethnographic Case Study Research Concerns

3.3 Conducting Ethical Research at Oak Girls’ Secondary School (OGSS)

3.3.1 Gaining Access to Oak Girls’ Secondary School

3.3.2 The School and Its Participants

3.3.3 Designer Immigrant Participants

3.3.4 Situating Myself as a Reflexive Researcher

3.4 Performing a Critical Ethnographic Case Study at Oak

3.4.1 Observing Classroom Interaction

3.4.2 Video-Taped Classroom Interaction

3.4.3 Audio-Taped Classroom Interaction

3.4.4 Observing Interaction Outside of the Classroom

3.4.5 Interviews

3.4.6 Artifacts

3.5 Coding and Analyzing the Data

3.5.1 Coding and Categorization

3.5.2 Transcription of Interaction and Interview Data

3.5.3 Discourse Analysis

3.6 Conclusion

References

Chapter 4: The Sociolinguistic Context of Singapore and Oak

4.1 Introduction

4.2 The Different Languages of Singapore

4.2.1 Singapore’s National Bilingual Policy

4.2.2 English in Singapore: A Tale of Two (Unequal) Englishes

4.3 The Ideology of English Language Standardization

4.3.1 Policing English: The Discourse of Crisis and the Speak Good English Movement

4.3.2 Policing English: The English Language Syllabus and the Singapore School

4.3.3 Class Matters: The Cosmopolitan and Heartlander Divide in Relation to English

4.4 Conclusion

References

Chapter 5: Designer Student Immigration and the Designer Student Immigrant Complex at Oak

5.1 Introduction

5.2 Designer Student Immigration in the Singapore Education System

5.2.1 Two Types of Scholarships

5.2.2 The Designer Immigration Recruitment Process at Oak: Insights from the Ground

5.2.3 Recruiting Designer Immigrant Students in China

5.2.4 Recruiting Designer Immigrant Students in Vietnam

5.2.5 Applying World Systems Analysis to the Oak Context

5.3 Oak: A Cosmopolitan ‘Mecca’

5.3.1 The Benevolent Culture at Oak

5.4 Circulating Ideologies and the Designer Student Immigrant Complex

5.4.1 The “Scholars”

5.4.2 Circulating Ideology #1: Focused and Hardworking Students

5.4.3 Circulating Ideology #2: Better and Brighter Students Than Their Singaporean Classmates

5.5 Bringing Language and Circulating Ideologies Together: The Social Identification of Scholars

5.5.1 Ideologies at Work: Iconization, Recursiveness, and Erasure at Oak

5.6 Conclusion

References

Chapter 6: Language Ideologies at Oak

6.1 Introduction

6.2 The Standard English Language Ideology at Oak

6.2.1 Language Management at Oak

6.3 Linguistic Practices Valued and Denigrated at Oak

6.3.1 Sanctioned Genres: Conforming to the “Right” Organizational Structure

6.3.2 Other Valued Forms of Accuracy

6.4 A Monoglot Standard English Ideology at Oak

6.4.1 Enacting a Monoglot Standard English Ideology: Its Impact on Jenny and Daphne

6.4.2 Jenny

6.4.3 Daphne

6.5 Responding to a Monoglot Standard English Ideology: Learner Investment, Styling, and Semiotic

6.5.1 Jenny’s Investment

6.5.2 Jenny’s Styling and Semiotic Reconstruction

6.5.3 Daphne’s Investment

6.5.4 Daphne’s Styling and Semiotic Reconstruction

6.5.5 Linguistic Negotiations by Daniella, Wendy, and Xandy

6.6 Conclusion

References

Chapter 7: The Designer Student Immigrant Complex: Its Impact on Learning

7.1 Introduction

7.2 Revisiting the Designer Student Immigrant Complex

7.3 The Effects of the Complex on Three Focal Students

7.3.1 Daphne: Countering the Master ‘Scholar’ Narrative

7.3.2 Negotiating Teacher Expectations and Positioning

7.3.3 Negotiating Personal Expectations and Positioning

7.3.4 Negotiating Peer Expectations and Positioning

7.3.5 Daniella

7.3.6 Negotiating Teacher and Peer Expectations and Positioning

7.3.7 Negotiating Personal Expectations and Positioning

7.3.8 Jenny

7.3.9 Harnessing ‘Scholar’ Expectations

7.3.10 Relating the Designer Student Immigrant Complex to Examination Performance

7.4 Conclusion

References

Chapter 8: Looking Back and Moving Forward

8.1 Overview

8.2 Implications of the Study

8.3 Future Directions