Speaker
Abstract section 1: Relevance
This presentation responds to the spatial turn in applied linguistics and growing critiques of neoliberal, test-driven language education. Building on poststructural perspectives of identity, positioning, and legitimacy, it reconceptualizes willingness to communicate (WTC) as spatially and ideologically situated rather than as a stable individual trait.
Abstract section 3: Content/method
This study employed a focused ethnographic method to elicit context-specific, time-intensified, community-based information. A multi-method approach including both emic and etic viewpoints was adopted. Emic data sources included interviews and drawings whereas etic data came from the researchers’ fieldnotes and video recordings.
Abstract section 2: Contribution/research questions
- How did the PBE program shape learners’ WTC over time?
- How did students’ sense of place emerge and develop throughout the PBE program?
Abstract section 4: Outcomes/results
The findings reveal learners’ dynamic positioning processes in communicative situations, through which cognition and affect, as well as identity and capital, interact to shape their sense of legitimacy, and in turn, affect their development of sense of place and WTC. These processes reconceptualize WTC as emerging from learners’ negotiated positioning within particular spatial and ideological contexts.
| Title | Repositioning Willingness to Communicate: Legitimacy and Sen |
|---|---|
| Teaching Context | Junior/senior high-school |