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Reconceptualizing Language, Language Learning, and the Adolescent Immigrant Language Learner in the Age of Postmodern Globalization
Author(s) -
De Costa Peter I.
Publication year - 2010
Publication title -
language and linguistics compass
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.619
H-Index - 44
ISSN - 1749-818X
DOI - 10.1111/j.1749-818x.2010.00229.x
Subject(s) - globalization , sociology , commodification , sociology of language , language ideology , linguistics , language education , semiotics , immigration , first language , performative utterance , language acquisition , postmodernism , comprehension approach , ideology , pedagogy , political science , epistemology , philosophy , politics , economics , law , market economy
The massive shift in migration patterns brought about by globalization has heavily impacted the language learning experience of adolescent immigrant learners. Given these changes wrought by globalization, this paper argues for a reconceptualization of language, language learning, and the adolescent immigrant language learner. In line with poststructural concerns that have framed recent SLA research on immigrant learners, particular emphasis is given to how a Bourdieusian framework offers constructs to better understand globalized linguistic flows. Such a framework, which views language as a form of capital, allows for a better understanding the consequences of globalization and the commodification of languages. Relatedly, to recognize the linguistic resources available to immigrant learners in the twenty‐first century, the paper calls for a reconstitution of language along ideological, semiotic, and performative lines as well as a reframing of language learning through an ideology and identity lens. As a result of this linguistic reconceptualization, globalized adolescent immigrant language learners should be viewed as social actors who possess and are in the process of developing symbolic competence (cf. Kramsch and Whiteside 2007, 2008; Kramsch 2009).