Razmeh, Shakiba (2021-08). ESL Beyond the Classroom: Life Stories, Virtual Knowledge Communities, and Identity Reconstruction of Three Immigrants in the USA. Doctoral Dissertation.
Thesis
This dissertation focuses on how second language learning affects the identity of immigrants in the US. The data of this dissertation came from observation, interviews, home visits, text messages, and email exchanges and were analyzed using narrative inquiry. The first article of this dissertation addresses the issue of identity reconstruction among immigrants. Focusing on the challenges of learning English, adapting to a new culture, choosing a new name, and making new friends, this study revealed that, for some immigrants, virtual knowledge communities and informal learning environments can be more efficient than taking formal ESL classes. This study further indicated that the process of identity reconstruction for some immigrants can be so frustrating and complicated which may affect their social life and their attitudes toward a certain language and culture. The second article of this dissertation focused on how life stories and personal narratives can be used for practicing ESL. Although the participant of this study was able to communicate with English speakers, she could not express her emotions and feelings in English. Therefore, from being a social and extroverted person in Persian, she turned quiet, isolated and introvert in English. However, during a storytelling project, she realized that she is much more confident and fluent when she is given a chance to talk about her life and preferences. Therefore, this study used narrative inquiry and personal stories to investigate how an ESL learner successfully improved her English by practicing English through telling stories. The third article of this dissertation addresses the challenges of non-native English language teachers. By analyzing the challenges of Reza as an EFL teacher in Iran and as an ESL teacher in the US, this study revealed how his experiences in two EFL and ESL settings have shaped his teaching identity. In addition, this study comparatively analyzes the attitudes of non-native and native speakers of English towards EFL/ESL teachers' foreign accents by building upon Reza's stories in Iran and the US.
