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ERIC Number: EJ967321
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
Reference Count: 65
ISSN: ISSN-1481-868X
Fragile Identities: Exploring Learner Identity, Learner Autonomy and Motivation through Young Learners' Voices
Lamb, Terry Eric
Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquee, v14 n2 p68-85 2011
Recent research in the fields of motivation and learner autonomy in language learning has begun to explore their relationships to the construct of identity. This article builds on this through the voices of a group of six learners of French or German in a secondary school in England, over a two-year period. These young learners initially reveal a clear identity as learners responsible for and able to take control of their own learning. However, this identity is seen as fragile when teacher control is increased in response to the external pressure of examinations, and there are indications of loss of motivation. Secondary school teachers, therefore, need to ensure that the learning environment they create engages, nurtures, and protects their learners' identity as learners through sustained opportunities for autonomy. Further research is proposed into aspects of learner identity, as well as ways in which changing pedagogy involves changes in teacher identity.
Canadian Association of Applied Linguistics / Association canadienne de linguistique appliquee. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)