Second Language Learning Motivation and Investment in Warscapes: A Case Study of Successful English Learners from Afghanistan
Presenter(s)
Brittany Noel Antoon
Files
Description
A significant body of scholarship exists on second language (L2) learning investment and strategies within the classroom, yet considerations for successful L2 learners in fragile contexts with limited formal education are conspicuously absent from literature. This article explores enabling factors of successful L2 learning in the particular warscape (Korf et al., 2010) of Afghanistan within the sociological framework of investment (Norton, 1995) and psychological framework of motivation (Garner & Lambert, 1972). The researcher surveyed and interviewed U.S.-based individuals from Afghanistan who acquired English proficiency there. Results indicate participants were able to overcome barriers to formal education through independent study and family advocacy and achieve high levels of proficiency despite little to no formal language instruction. The article discusses participants’ motivation and social positioning with respect to English language learning in light of Norton’s framework of investment, as well as possible implications for aid agencies serving regions in conflict.
Publication Date
4-20-2022
Project Designation
Graduate Research
Primary Advisor
Jennifer E. Haan
Primary Advisor's Department
English
Keywords
Stander Symposium project, College of Arts and Sciences
United Nations Sustainable Development Goals
Quality Education; Partnerships for the Goals
Recommended Citation
"Second Language Learning Motivation and Investment in Warscapes: A Case Study of Successful English Learners from Afghanistan" (2022). Stander Symposium Projects. 2504.
https://ecommons.udayton.edu/stander_posters/2504
Comments
Presentation: 9:20 a.m.-9:40 a.m., Kennedy Union 211