Proceedings of the - British Association for Applied Linguistics

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The Impact of Applied Linguistics: Proceedings of the 44th Annual Meeting of BAAL University of the West of England or deny affordances for learning, potentially either creating a harmonious relationship between masters and apprentices, or subjecting those with less power to social injustice through ‘symbolic domination’ (Bourdieu, 1991). In keeping with the tradition of participant ethnography, the study adopted an eclectic, opportunistic approach to data collection from diverse social learning spaces, as shown in figure 10.1 below. 4) Students’ e-mails (18) 3) Students’ journals (36) 2) Interviews with students (41) 1) Students’ marks (3 sets) 5) Students’ texts with lecturers’ written feedback (18) 6) Interviews with lecturers (15) Observer’s perspective Figure 10.1: Data sets As progressive focus shifted to the students’ identities, those which I recognised from their narratives were categorised and coded, e.g. ‘literature lover’ and ‘defective communicator’; this focus enabled a contrastive socio - historic view of the case studies’ experience. In the process of choosing the dissertation topic, the students’ identities can be traced back to the course designs, and the discourses that these rest on. Both see themselves as ‘defective communicators’; on one course, this identity is downplayed by the literacy events supporting the dissertation which rest on the ‘interaction is good for learning’ discourse; on the other, it is the absence of such events, based on the ‘independent learning’ discourse, which serves to emphasise the identity. The two accounts also exemplify how different social spaces are deployed to create affordances for formal and informal learning. While one uses the physical space of the frontstage to set up dialogues on the dissertation which then continue in the physical and virtual spaces of the wings, (thereby taking the responsibility for this), the other assumes that dialogues will automatically take place in the wings (thereby placing the responsibility on the student). This leads to the contrasting framings of ‘competent’ and ‘uneasy’ apprentice. 60 7) Dissertation tutorial (1) 8) Class observations (6) 9) Course documents (3 sets) 10) Field journal (1)
But I have no idea with my dissertation topic’: Participation, Language and Identity in the experience of L2 students Hania Salter-Dvorak As Stake argues, “people can find in case reports certain insights into the human condition, even while being well aware of the atypicality of the case” (2005:456). These two accounts provide a number of insights. First, they reveal how, in the invisible practice of academic writing, the artefact of the CoP is dependent on the interactions which support its creation, many of which are fleeting. Second, the findings spotlight the use of different learning spaces and suggest that awareness of this could help us to understand more about the role of interaction in learning. Third, they demonstrate how the power of faculty is wielded in ways which appear subtle but have strong consequences. Often it is what they don’t do that is harmful. Power and responsibility of faculty, then, begin with course design, which sets the scenario for the learning in the course CoP. A scenario which introduces literacy events for exchange of views and guidance creates relations and identities which can carry on subsequently; if the assumption is that guidance, sought by the student, will automatically be provided, the onus is placed entirely on the student. This research reveals academic socialisation as a dynamic, two way process in an unstable unpredictable context. Here, successful LPP entails not only producing artefacts, but also, more importantly, the ability to negotiate their production; while students do not automatically become active participants in an academic community, these identities can be positively nurtured through course design. It is through their absence that hegemonic attitudes can be imposed on L2 students in Anglophone Academia. References Pierre Bourdieu (1991). Language and Symbolic Power. Polity Press: Cambridge, UK. Anne Edwards (2002). Responsible Research: Ways of Being a Researcher. British Educational Research Journal, 28, 2, 157-168. Erving Goffman (1959). The Presentation of Self in Everyday Life. Anchor Books (University of Edinburgh Social Sciences Research Centre): Edinburgh, UK.. Tamsin Haggis (2009). What have we been thinking of? A critical review of 40 years of student learning. British Educational Research Journal, 29, 89-104. Roz Ivanic (1998). Writing and Identity: The discoursal construction of identity in academic writing. John Benjamins: Amsterdam, Netherlands. Jean Lave & Etienne Wenger (1991). Situated learning: Legitimate peripheral participation. CUP: Cambridge, UK. Mary Lea, & Brian Street (1998). Student Writing in Higher Education: an academic literacies approach. Studies in Higher Education, 23,157-172. 61
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