ORIENTING TO “BEING ORDINARY”: THE (RE)CONSTRUCTION OF HEGEMONIC IDEOLOGIES IN INTERACTIONS AMONG ADULT IMMIGRANT LEARNERS OF ENGLISH

Elizabeth R. Miller

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Multilingual Education and Policy EFL/ESL Teaching and Learning Linguistic and Sociocultural Studies

Abstract

This article investigates the construction and maintenance of ideologies regarding the legitimacy of English as the dominant language in the United States in interactions involving adult immigrant learners of English. As both the researcher and these students' English as second language (ESL) instructor, I am a participant in the ESL classroom and interview conversations that are analyzed in this study. In my analysis, I consider how these adult ESL students and I take up positions and are positioned in ways that affiliate us with particular language identities, such as “Chinese speaker,” “non-native speaker of English,” or “English speaker,” among others. I argue that our subject positioning according to language affiliation provides one of the means by which normative beliefs about English in the United States are reconstituted.

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1992Language and Symbolic Power.1990Positioning: The Discursive Production of Selves 1993Linguistic Imperialism 1993Language and Symbolic Power 2005Discourse 2006Discourse and Identity 2008Discourse: A Critical Introduction.1999Positioning theory : moral contexts of intentional action

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2010Agency in the Making: Adult Immigrants' Accounts of Language Learning and Work 2011Using language ideology and positioning to broaden the SLA learner beliefs landscape: The case of an ESL learner from China 2011Negotiating Access to Learning Through Resistance to Classroom Practice 2016Beliefs about Language Learning in Study Abroad: Advocating for a Language Ideology Approach 2014Conflicting Ideologies and Language Policy in Adult ESL: Complexities of Language Socialization in a Majority-L1 Classroom 2019A Narrative Literature Review of the Identity Negotiation of Bilingual Students Who are Labelled ESL

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