Identity and a Model of Investment in Applied Linguistics

“In response to the new world order wrought by globalization, mass migration, and accelerated mobility, Darvin and Norton (2015) anchor investment to the intersection of identity, capital, and ideology (Figure 1).”

“Ultimately, this might lead individuals to invest in or divest from (this is: to devote time and economic resources) learning the languages of these communities in an attempt to become legitimate members (for an extended explanation of the concept of investment, see Darvin and Norton 2015).”

“…in some ways, also contributed to inequitable classroom participation patterns in which English-dominant students asserted their “right to speak” (Darvin & Norton, 2015) in the non-instructional language more frequently than their Spanish-dominant peers, which, in turn, contributed to more…”

“To appreciate their challenges and responses, this inquiry draws on a model of investment (Darvin and Norton 2015) to explore the following research questions: (1) What languages do Korean-Chinese bilingual parents in Shanghai choose to invest in for their children?”

“As students like the respondent above experience computer science across multiple contexts (at school, at home, with family), they begin to develop positive perceptions about how they themselves it within CS communities [35, 92].”

“…turn in applied linguistics brought with it an increased criticality in the fi eld, which opened the door for identity-based concerns to become of key importance to more fully understanding how language teaching and learning operate in diverse settings (see Darvin and Norton, 2015; Pennycook, 2021).”

“The first three themes are based on Norton’s construct of investment (Darvin & Norton, 2015; Norton, 2000), while the fourth theme is related to more practical limitations due to L2 proficiency.”

“…societies while simultaneously determining modes of inclusion and exclusion, and the privileging and marginalization of ideas, people, and relations” (Darvin & Norton, 2015, p.43).7 Applying insights from language ideologies in SA Given these theoretical premises, a language ideology approach…”

“In contrast, language tutoring is highly affective and personal (Darvin & Norton, 2015; Dörnyei, 2005, 2009; Norton, 2013) and as a result, language learners are expected to have specific expectations about what their teacher is like.”

“…multiple, fluid and dynamic sociocultural phenomenon that emerges from and is negotiated within interaction (Bamberg, Fina, & Schiffrin, 2011; Bucholtz & Hall, 2005; Darvin & Norton, 2015; De Fina, 2003), gaining meaning within social and cultural practices (Bucholtz & Hall, 2005; LaPointe, 2010).”

“Two decades later, responding to the emerging issues of a globalized and digitalized world, Darvin and Norton (2015) conceptualized a model of investment (Figure 1) that addressed the increasing obfuscation of power relations through market-driven logics and the embedding of control within complex…”

“…investing practices (Norton, 2000), Miranda’s investments in English enabled her to accumulate social capital—connections to networks of power (Darvin & Norton, 2015)—her relationships with NESs, such as her supervisors and friends in more privileged positions than Miranda both…”

“This is because one’s beliefs about language index a language’s value, how it should be used, and by whom (Darvin & Norton, 2015).”

“…to puppets on a string, who are powerless in the face of dominant discourses, because we believe hegemony and dominance are processes rather than monolithic facts (Darvin & Norton, 2015) and that “discourses also create the conditions for their transgression” (Morgan & Clarke, 2011, p. 819).”

“…Smith, 1999), and recent applied linguistics and sociolinguistics research that highlights how language is being transformed into a set of soft skills with exchange value in the labour market of the new economy (Shin & Park, 2016; Block, 2017; Chun, 2009; Darvin & Norton, 2015; Holborow, 2015).”

“Studies by Darvin and Norton (2015) examined how social identities shape language learners' experiences and opportunities.”

“Developed as complementary to the psychological construct of motivation, Darvin and Norton (2015, 2023) have developed a comprehensive model of investment that occurs at the intersection of identity, capital, and ideology.”

“…have been conducted with the intention to improve learning conditions and/or learning materials with the aim of empowering individuals with migrant backgrounds to have greater social and professional opportunities (e.g. Darvin and Norton 2015; Goldstein 1997; Holmes et al. 2009; Yates 2014).”

“In this sense, some researchers adopting socially oriented theoretical models (e.g. Darvin and Norton 2015; Lantolf 2013; Morgan 2007) have argued that language learning does not occur in a sociocultural vacuum, but rather it is a social process in which culturally and historically situated…”

“In continuation of the current debate on identity and second language learning, researchers and theorists (Block, 2007b; Darvin & Norton, 2015; Duff, 2002; Norton, 2000; Norton & Toohey, 2011; Pavlenko & Norton, 2007) consider the constructs of investment, agency, and communities of practice as the…”

“Identity is a complex and dynamic construct (Darvin & Norton, 2015) that has been broadly acknowledged in language teacher education as critical to understanding who teachers are, the way they make sense of themselves and the image they negotiate and portray in a specific community (Barkhuizen,…”

“Ideologies are “dominant ways of thinking that organize and stabilize societies while simultaneously determining modes of inclusion and exclusion, and the privileging and marginalization of ideas, people, and relations” (Darvin & Norton, 2015, p. 8).”

“§ Economic capital: wealth, property, and income (Darvin & Norton, 2015).”

“Effort expended in trying to parse a non-native joked could also be increased by having a emotional or cultural investment in that language (Darvin and Norton 2015).”

“…of their unfamiliarity with the language and culture of Afghanistan suggests that she understands, or at least wishes to view, identity as something that is socially constructed in relation to the world, across time and space, and with a glance at future possibilities (Darvin & Norton, 2015).”

“…(Chaparro 2020; Duff and Talmy 2011; Ochs and Schieffelin 1984), raciolinguistics (García-Mateus 2020; Rosa and Flores 2017), investment (Darvin and Norton 2015; Hamman-Ortiz 2020), belonging (de Jong, Coulter, and Tsai 2020; Wastell and Degotardi 2017), positionality (Bucholtz and Hall…”

“Ballinger addresses important issues of equity and language use in distinct French immersion schools in Quebec, and she analyzes students’ language use related to their investment and social positioning (Darvin & Norton, 2015; Norton Peirce, 1995).”

“One example is the academic work developed by Darvin and Norton (2015).”

“…reflect on the social roles and relations that they are constructing through their literacy practices in digital spaces; for example, teachers can guide how they select, shift, and remix codes, registers, and styles (Darvin & Norton, 2015) for different social purposes and in different contexts.”

“We conclude by highlighting the value of linguistic and cultural accommodation for ‘claiming the right to speak’ (Darvin & Norton, 2015, p. 41) and thus refusing to maintain language ideologies that delegitimize L2 speakers.”

“We will then tease out Darvin and Norton’s (2015) conceptualisation of social identity and the model of investment, before explaining the research design and methodology and presenting an analysis of the data.”

“Therefore, rather than being marginalised, language learners may seek to gain a more powerful position to increase their authority, but this depends on how they invest in gaining new symbolic capital in the new context (Darvin & Norton, 2015; Norton & De Costa, 2018).”

“Liao et al. (2020) and Lu et al. (2020), from the perspective of investment theory (c.f., Darvin & Norton, 2015), analysed why Chinese learners would like to start, keep, and stop learning or investing on certain LOTEs.”

“Darvin and Norton (2015) define the concept of investment as the efforts made by individuals in learning a new language, with the intention to gain symbolic and material resources from it that will, ultimately, give them access to new communities.”

“[20] A second group of learners includes those that are not immersed in the target language context but require the language for professional purposes.”

“Borrowing from an extended definition of Darvin and Norton (2015, 2016), ideology has been used in the study to describe the power of a regional integration as well as the syndication of the ASEAN Economic Community that may bring forth changes in the political, economic, educational and employment…”

“…then, Norton (2000) argues that a wider range of acquired symbolic and material resources will enhance an individuals’ identity construction, and Darvin and Norton (2015) claim that the evaluation of a person’s gained capital is an affirmation of that individual’s identity, and a legitimation…”

“Norton B’s HCPs are exploring some core issues in applied linguistics such as identity and investment, language learning, and social change that are considered the foundational work in its field (Norton and Toohey, 2011; Darvin and Norton, 2015).”

“Earlier studies theorized and explored identity as “multiple, a site of struggle, and continually changing over time and space” and identity negotiation as inseparable from language learning (Darvin & Norton, 2015, p. 45).”

“Considering the importance of language ideology in understanding pedagogical practices (Darvin and Norton 2015; The Douglas Fir Group 2016), we take the approach that the proactive adaptations of the English-only policy into contemporary EFL classrooms are ideologically driven.”

“Using Darvin and Norton (2015) framework of investment, the current study thus proposes to examine the motivations and experiences of parents in a French-English DLI school in the United States.”

“Overtly or covertly discriminatory classroom practices may thwart the learning efforts of even highly motivated students (Darvin & Norton, 2015).”

“Enacting and negotiating multiple identities in an increasingly globalized world are inevitable (Darvin & Norton, 2015), and as the globalization penetrates deeply into the lives of most Indonesians, English could “provide a bridge to explore the wider world and reflect on our own identit[ies]”…”

“In this sense, some researchers who endorse socially oriented theoretical perspectives (e.g. Darvin and Norton 2015; Gao 2016; Lantolf 2013) underline that language learning is a social process, in which culturally and historically situated individuals actively pursue both linguistic and…”