Thomas Rowley (Learning and Instruction)

Zoom Link: https://buffalo.zoom.us/j/92292568269?pwd=T2NPaTg1RVV6MUVTcTVTOEZjalhYUT09

Language ideologies can powerfully shape language learner perceptions and progress. This qualitative study reports findings based on in-depth analysis of interviews with two participants who self-identify as advanced users of a new language. While dominant language ideologies in the U.S. often undermine learners reaching high levels of language competence, some learners still do, and it is useful to examine the ideological environment in which this success takes place. This phenomenologically-inspired study applied value coding to the ways participants narrated their experiences. Findings reveal that, despite reaching advanced levels, participants continue to express many of the same language ideologies that limit language learning at individual and societal levels. These findings are relevant for L2 teachers and L2 learners, as language ideology relates directly to classroom practices and language leaner perceptions and experiences.