Article Instance

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{
    "pk": 36043,
    "title": "Contextualized Workforce Skills and ESL Learner Identity",
    "subtitle": null,
    "abstract": "This article reports on an empirical case study centering on adult\nESL learners’ motivational patterns for learning English and its\nrelevance to their career goals. It looks at past patterns of immigrant insertion within the socioeconomic context of the US and\nexplores current trends in adult ESL curriculum development\nfocused on the task of “career readiness.” Drawing on NortonPeirce’s (1995, 1997) concept of “investment” in second language\nlearning, research for this study poses the question of curriculum\nrelevance to student aspirations, implicating aspects of learner\nidentity and various modes of belonging. The study contributes to\nthe understanding of ESL learners’ positioning vis-à-vis curriculum change while reflecting on the extent of learner autonomy in\nthe face of structural limitations.",
    "language": "eng",
    "license": null,
    "keywords": [],
    "section": "Theme Section -  Doing the Identity Work in ESL Learning and Teaching",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/2kt378s3",
    "frozenauthors": [
        {
            "first_name": "Maliheh",
            "middle_name": "Mansuripur",
            "last_name": "Vafai",
            "name_suffix": "",
            "institution": "University of California, Berkeley",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2016-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/catesoljournal/article/36043/galley/26895/download/"
        }
    ]
}