Persistent Invisibilities: Discourses, Identities, and Investment in English as a Foreign Language among Yi Minority College Students in Contemporary China
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Abstract
Research in applied linguistics and language education has well documented that ethnic minority students often face challenges and underperform in mainstream English classrooms due to their limited linguistic capital and proficiency. However, the connections between these students’ English learning experiences and the social contexts that shape their multiple identity constructions have been largely underexplored. This ethnographic case study examines how seven Yi Chinese minority students invest in learning English as a foreign language and construct multiple identities within various Discourses at a large university in China. Utilizing Discourse, investment, and identity theory, as well as thematic analysis of interviews, diaries, and fieldnotes, the study found that: (1) minority students constructed both negative and positive identities across time and space, influenced primarily by Discourse of ethnic differentiation, exam orientation, and blended learning; (2) they selectively invested in English lexical knowledge, listening skills, and spoken English, focusing on areas believed to bring them most benefits in their future lives; and (3) their English learning in college was shaped by their perceptions of the language, their future aspirations, and their socio-cultural dynamics. The study highlights the critical need for language educators to recognize the multiple identities, agency, and diverse learning needs of minority learners.
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References
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