Identity and a Model of Investment in Applied Linguistics

“…language education within pre-service teachers’ principles, researchers must recognize practicum students’ investment in setting the conditions to teach (Darvin & Norton, 2015; Peirce, 1995) and their participation in particular historical, social, and cultural contexts (Barkhuizen et al., 2014).”

“…thought and behaviour is influenced by the wider sociocultural environment impinging on all language learners, and how motivational behaviour is shaped over time and space, a longitudinal process captured more accurately by the notion of “investment” (see Darvin and Norton, 2015; Norton, 2013).”

“…as a complex, multi-lingual, multimodal, situated social process (see, e.g. Meier 2017) in which the learner ’ s agency, personal biography, and identity struggles, intertwined with wider socio-political contexts and power relations play a crucial role (Darvin and Norton 2015; Meier 2017).”

“As an intermediate Thai learner, she could not get access to the cultural resources she wanted through her Thai learning, which might explain her reluctant attitude toward her investment in Thai (Darvin & Norton, 2015).”

“Closely related to the notion of capital is the concept of investment (Darvin & Norton, 2015), which extends Bourdieu’s social theory to language learning.”

“An extensive body of research has shown how identities play a significant role in L2 learning (Block, 2007; Darvin & Norton, 2015; Duff, 2012; Norton, 2000, 2013; Pavlenko & Blackledge, 2004).”

“…changing and potentially a site of struggle which involves a rejection of the essentialist notions of identity (Baxter 2016; Bucholtz and Hall 2010; Darvin and Norton 2015, 2016; De Fina, 2003; De Costa and Norton 2016; 2006; Jospeh 2010; Norton and Toohey 2011; Pavlenko and Blackledge 2003).”

“Identity is already consideredmultiple, processual, and dynamic in language studies (see Darvin & Norton, 2015; Norton & Toohey, 2011).”

“In response to the significant changes in lifestyles and productivity due to globalisation, mobility, technological innovation, and the use of online and offline spaces, Darvin and Norton (2015) have expanded the investment model to include the intersection of identity, capital, and ideology.”

“To return to the opening illustration, it seems as if IDEOLOGY systemic patterns of control positioning INVESTMENT CAPITAL IDENTITY affordances/ perceived benefits G E 2 Holland imagines herself a legitimate speaker of French solely (if at all) in her school’s Frenchspeaking community of practice (Lave & Wenger, 1991).”

“This has led to marginalization of language education and literacy manifesting in alternate forms around the globe (Darvin & Norton, 2015), to the overlooking of the complexities of interaction that may include limited, or exclude, “English” use (Kubota, 2013) and ultimately to a lack of…”

“Their ability to exercise their agency and reap the bene fi ts of their investment, however, is often in fl uenced by political, social, and ideological constraints imposed by mainstream society (Darvin and Norton 2015; Norton 2013).”

“Rather than a fixed character trait as postulated by psycholinguists, identity as defined by Norton is dynamic and changes across time and space (Darvin and Norton, 2015), so when an international student moves across borders, they may find their identity changes accordingly.”

“…agency understood as a person ’ s ability to make choices, take control and perform actions towards their chosen life pathways (Holland et al., 1998), Darvin and Norton (2015) argue that individuals have agency and the capacity to invest in language learning which allows them to acquire desired…”

“Drawing upon an expanded model of investment (Darvin and Norton 2015) to conceptualize learner identities as socially constructed and ideologically embedded, I explore what shapes student investment in becoming bilingual in one TWI classroom.”

“These variations were complex and refuted the psychological conception of motivation that views teachers as having unitary or fixed identities and specific character traits to enable their participation in CPD activities (Darvin and Norton 2015).”

“The aforementioned distinction between the construct ‘motivation’ and ‘investment’ is accentuated by the expanded model of investment (Darvin & Norton, 2015).”

“…important to understand, as they mediate possibilities for learners’ linguistic repertoires to be embraced as resources or negated as problems, with important implications for equity, the multilingual trajectories of the learners, and learners’ investment in their learning (Darvin and Norton 2015).”

“…status and financial gain that learners desire to learn a language; their desires can be “shaped by habitus,” and in this case it is most likely they have solidarity with English because investing in English allows them to “be part of their peer group” of students (Darvin & Norton, 2015, p. 46).”

“Norton (2010) offers a concept of investment not only as a cognitive commitment to knowledge, but in relation to a student’s future identity and imagined community (see also Darvin & Norton, 2015).”

“The concept is associated with post-structuralist theories of identity, where language is a part of constructing a sense of self (Darvin and Norton 2015).”

“This very notion of investment outlined by Kramsch (2013 as cited in Darvin & Norton, 2015) as follows: Language and Literacy Volume 18, Issue 1, 2016 Page 3 Norton’s notion of investment…accentuates the role of human agency and identity in engaging with the task at hand, in accumulating economic…”

“There was a real sense of the students together being invested in this particular classroom activity (Darvin & Norton, 2015, p. 37).”

“Sometimes cultural capital is not valued in a new context (see Darvin & Norton, 2015, p. 45), and it seems that Mae Noi’s degree had lost its value in Finland.”

“According to Strömmer (2017b: 137), another important aspect of language learning in the workplace was the degree of the participants’ investment (Darvin & Norton 2015) or commitment to developing their language skills to achieve their aspirations.”

“TGNB students who are alienated or marginalized by heteronormative classroom practices or ideology may not be invested in those settings (Darvin & Norton, 2015).”

“Hence, ideology in this model denotes the dominant ways of thinking that impose modes of inclusion and exclusion on people in a given society (Darvin & Norton, 2015).”

“…in multiple ways based on their desire for group membership, material (e.g., capital goods, money), and symbolic resources (e.g., linguistic skills, cultural knowledge, friendship) (Block, 2013; Blommaert et al., 2005; Darvin & Norton, 2015; Kanno & Norton, 2003; Norton Peirce, 1995; Norton, 2013).”

“According to Darvin and Norton (2015), “learners in turn position others and accord or refuse them power” (p. 46), and several studies documented the use of language to purposefully exclude others as a form of protection (Blackburn, 2003; 2005; Cruz, 2013).”

“The final framework for understanding identity and identity construction that will be described here is Norton’s (2013; Norton Peirce, 2000; see also Darvin & Norton, 2015) model of investment.”

“This fact is what Darvin and Norton (2015) called in their model of investment as “affordance in learning” or “perceived benefits of investment in foreign language learning”.”

“Students bring culturally and historically situated experiences, along with material and symbolic resources, into classroom interaction (Darvin & Norton, 2015).”

“Darvin and Norton (2015) indicate modes of inclusion and exclusion, which are defined as the organization and regulation of principles and orders that grant learners right to speak or prohibit their entry.”

“Therefore, the teachers are being supposed to formulate the teachinglearning process activities that can stimulate the students to communicate in English with no high hesitation and provide them with meaningful input [12] and [13].”

“Successful negotiation of capital is important, as to have ones’ capital valued is to have one’s identity affirmed (Darvin & Norton, 2015, p. 49).”

“The reason could be valuable symbolic power negotiated in these communities (Darvin and Norton 2015).”

“Furthermore, motivation is a primary factor that affects second language acquisition (Norton, 1995; Darvin and Norton, 2015).”

“As Darvin and Norton (2015) argued: [Learners] have the capacity to invest in learning that allows them not only to acquire material and symbolic resources in a way that reproduces the status quo, but also to dissect, question, and sometimes resist dominant practices and ways of thinking that have…”

“In the words of Darvin and Norton (2015, 43), ‘ communicative events, as the interaction of voices from di ff erent social positions, are indexical of ideological processes of dominance and contestation ’ .”

“The individual agents are situated within the social space based on the “volume, composition, and trajectory of their capital . . . the value of one’s capital also shifts as it travels across time and space” (Darvin & Norton, 2015, p. 44).”

“Influenced by Bourdieu’s (1991) work on forms of power, Darvin and Norton (2015) define capital as having material, cultural, and social forms.”

“These varied reactions highlight the complex personal and social barriers that influence learning outcomes (Darvin and Norton 2015; Dornyei 1994).”

“…2017; Stranger-Johannessen & Norton, 2017), this article draws on data from three schools (Arua, Drari, and Mvara) and shifts the focus towards students, examining the extent to which teachers promoted student investment (Darvin & Norton, 2015; Norton, 2013) in the African Storybook stories.”

“Inspired by Norton’s (Norton Pierce 1995; Darvin and Norton 2015) work on investment theories, this paper sets out to investigate students’ engagement in EMI by focusing on a Beijing-based university included in the 985 project (Zhang et al. 2013), which flagships Chinese higher education provided…”

“…communities, we also draw upon poststructuralist understandings of identity and investment to theorise her complex and often conflictual L2 process of negotiating a sense of self within and across multiple contexts at different points in time (Darvin and Norton 2015; 2023; Sung 2019).”

“Thus, language ideologies index a language’s value, how the language should be used, and who should use it (Darvin & Norton, 2015).”

“According to Norton Peirce (1995), learners invest in an L2 to obtain material and immaterial resources, which are considered as capitals which may be economic, cultural or social (Bourdieu, 1986 cited in Darvin & Norton, 2015).”

“When L2 learners enter a new context, their old symbolic capital may no longer be recognized by the new context’s ideology, leading to investment in new capital and transformation of old capital into forms recognized by the new context (Darvin & Norton, 2015).”

“As learners move fluidly across different contexts, the challenge lies in their capacity to identify and navigate systemic patterns of control, which impact their investments in particular language and literacy practices (Darvin and Norton 2015).”

“Investment considers the individual as a “social being with a complex identity that changes in time and space and is reproduced in social interaction” (Darvin & Norton, 2015, p. 37), so it can be stated that investment is also complex, contradictory, and in a state of permanent flux.”

“Darvin and Norton (2015) characterize this influence as a response to the changing social requirements of society and include identity as an inseparable main component with the "model of investment" they have created.”

“Engaging with borders as a continuum of dwelling–becoming provides an analytical angle for capturing the complex links that exist between ‘aspirations’ or ‘desire for mobility’ (Carling and Collins 2018) and ‘investment’ in language learning (Darvin and Norton 2015).”

“Success in all language learning requires cultural, emotional, and identity investment (Darvin and Norton 2015).”

“Inspired mainly by scholarship on poststructualist approaches to language and literacy studies (Ahearn, 2001; Darvin & Norton, 2015; Duff, 2012; Norton, 2000) and narrative approaches to counseling (White, 2007), I define agency as individuals’ goal-oriented and socioculturally-mediated capacity to…”