Extend inquiry into learners' pasts to explain non-normative learning behaviours¶

Strategy · All strategies
Evidence · no claims cited

Description¶

An ethnographic technique, attributed to Haneda (2006), for countering the scholarly silence about how salient identity traits accompany students across space and time: researchers should extend inquiry into learners' pasts and include the rationales and genesis of non-standard, non-normative forms and behaviours. The author believes "scholarly demonization will fade in light of the elucidation these whole, rather than fragmented, narratives bring," since traits celebrated in one context may be demonized in another.

Design Implications¶

Context¶

Requirements¶

• Researchers must gather narrative regarding the impact of participants' ethnic, national, personal, and co-constructed prior identities on their current identities

Constraints¶

• The article discusses this in the context of transition settings and short-term programs such as ESL classrooms and study abroad, where prior traits are often dismissed as unhelpful

Target Learners¶

• international students, immigrants, foreign workers, generation 1.5 learners, and other learners in transition settings

Target Learning Goals¶

• second language learning and legitimate recognition of diverse learner identities

Related Strategies¶

• Use 'unique' rather than 'different' when describing diverse learners

Examples¶

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Key Sources¶

• Chen, J. (2016). Demonized Learners in Sociocultural Theory. Advances in Language and Literary Studies, 7(3), 168-177. https://doi.org/10.7575/aiac.alls.v.7n.3p.168