The Role of ESL Social Studies Class in ESL Students' Identity Formation
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Abstract
This study examined how the English as a second language (ESL) students in two ESL social studies classes at a high school in central Pennsylvania in the United States perceived their linguistic and cultural identities and how these identities were shaped, developed, and modified over time through the students’ interactions. I also explored how the class secured and empowered the students’ identities. The qualitative method of ethnography was used to provide rich and descriptive data about the students’ cognitive, linguistic, and sociocultural development. The results show that, over a one-year period, the ESL students constructed new knowledge of American culture and English— influencing them both affectively and cognitively and thus enabling them to gain a new perspective of their ‘selves.’ That is, they came to understand their own socio-cultural and linguistic identities in terms significant to themselves. Moreover, I discovered the importance of the ESL social studies class in mediating ESL students’ cultural and linguistic tensions in the process of identity formation. The students considered the social studies class a safe haven where they learned how to interact in their mainstream classes through class activities guided by the ESL social studies class teacher.
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