Identity Formation
Whereas we once talked about motivation we now talk about identity; whereas motivation is largely thought about in psychological terms, identity is a socio-cultural and psychological process of becoming. It acknowledges the role of the society, friends, family and others in shaping individual motivation – a positive identity toward something means that an individual/organization:
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spends time doing things related to an interest
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has many positive agents (role models, events, ways to hear/see success)
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collects and can display symbols of this interest that help identify the person with the interest and also help the person meet others with a common interest
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feels a sense of belonging
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chooses freely to engage in an activity.
Imagine students in any school club, let’s say the brass band club. Students spend time at club practicing and additional time at home practicing. The time invested builds interest.
The teacher, family members, friends are initial agents of influence. The more enjoyable it is to spend time with these people and other members of the club, the greater is the identity with brass band. Parents are positive agents when they listen, praise and encourage (not nag) their children. During at home practice parents support students in attending additional brass band concerts, watching brass band events on television or listening to brass band concerts, all of which increase the time of exposure to brass band and each of which becomes an agent of influence.
The instrument case, the instrument, the brass band uniform are all symbols of identity with brass band. Students show others their interest and others may even ask them questions about brass band, thus increasing the status of brass band and building the image of belonging to something of value. Awards, certificates, ribbons, trophies, announcements in the local news and photos all contribute as additional symbols of the value of brass band.
Initially the student may not choose the brass band totally on their own, but with time – from year to year – some drop out and some continue. Those who continue develop a stronger and stronger identity with and interest in brass band.
Both the teacher and students identify strongly with brass band. In addition, over time family members and friends begin to develop a stronger identity with brass band. Through the school club there is good communication between those involved. There is continuity from year to year through materials, notes, festivals and teacher specialization and older students help younger students develop capital within the organization.
There is shared vision and/or common projects – developing students’ musical skills to the degree that they can perform in concerts and festivals.
The above description can be used to describe any school club or student activity – baseball, soccer, dance, drama, . . . . The challenge to SL educators is to learn how to increase student identity with the SL and culture. Planning trips to places where the language is spoken is a great motivator for continued interest in the SL, especially if there is a homestay involved. Other ways to build identity are: attending special events in the community (plays, concerts);going to book stores where magazines, books, comics, games can be seen in the SL; going to a restaurant and ordering in the SL; preparing a poster for school open houses or festivals about the language and culture and/or the value of learning another language; inviting guest speakers; holding a cooking event in the SL; watching films in the SL (maybe with sub-titles) as a special evening activity….
What could be done to increase identity toward your SL?
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