Poststructuralist Theory and SLA

In Bonny Norton’s chapter Identity and Poststructuralist Theory In SLA, she examines the implications of identity on the learning atmosphere. In regards to SLA, second language acquisition, Norton argues that identity and its multiple facets play an important role in determining the success of second language learners, and therefore their ability to participate in a second language and in some social situations. Second language acquisition is seen as an integral aspect of finding success host countries and receiving countries of immigration and can determine the success of certain individuals throughout society.

Poststructuralist theory refers to a set of beliefs focusing on the fluidity of ideas and the instability of not only the human species, but also consequently everything that is created throughout our society. The interpretation language in terms of poststructuralist theory brings into question the different roles of speech and understanding throughout society, and the ability to different people to interpret certain words and connotations in various ways. Some of this variety comes from another fluid and subjective aspect of human society, our ability claim an identity.

Like language, identity is constantly manipulated through environmental factors and is contingent, shifting and content dependent. This means that regardless of a situation, a person cannot claim a single identity, but instead has to examine the multiple aspects o their identity and the affects these have on their various interactions. Norton connects these two fluid ideas through the claim that language teachers need to make more informed decisions about classroom practices around language, especially in regards to SLA, and need to recognize the multiple identities that may be present in their classroom and the affects these can have on the language and learning processes.

Many migrants can relate to the claim that identity is a site of struggle that is ever changing and is directly related to how individuals understands their relationships with the world, how these relationships are constructed over time and space, and the implications they have on these individuals perceived future possibilities. Many immigrants, such as those that traveled to the traditionally Catholic state of Germany from Muslim-dominated nations, experience this complexity of identities. While the Germany state may chose to view them as solely “immigrants” their identities include their religion, culture, gender, race and age. The state’s view of these people as a single, sedentary identity limits the ability to understand and formulate policy around the new immigrants in their society. As discussed in Norton’s piece, this simplification of identity can lead to ramifications in education and the eventual acceptance of new migrants into the dominant culture. The use of language is a site of power struggle and those that do not understand the dominant language or have proficiency in communication can find themselves disenfranchised and disadvantaged in certain situations, only increasing the importance to providing effective language education that considers the subjectivity of both language and the identity language students.