The Power of Identity and Ideology in Language Learning

Peter De Costa's meticulously researched excursion into the lives of Singapore's 'designer immigrants' transports readers to the Oak Girls' Secondary School world of argumentative text types, Socratic questioning, and benevolent cosmopolitanism, documenting the varied ways these young women manage to navigate the pressures, positioning, and ideologies that collectively constitute the 'designer immigrant complex' they are all forced to contend with. With analyses firmly grounded in theory, this work represents an important contribution to the growing body of sociolinguistics of globalization literature. Mark Fifer Seilhamer, National Institute of Education, Singapore

This critical ethnographic school-based case study offers insights onthe interaction between ideology and the identity development of individualEnglish language learners in Singapore.

This critical ethnographic school-based case study offers insights on the interaction between ideology and the identity development of individual English language learners in Singapore. Illustrated by case studies of the language learning experiences of five Asian immigrant students in an English-medium school in Singapore, the author examines how the immigrant students negotiated a standard English ideology and their discursive positioning over the course of the school year. Specifically, the study traces how the prevailing standard English ideology interacted in highly complex ways with their being positioned as high academic achievers to ultimately influence their learning of English. This potent combination of language ideologies and circulating ideologies created a designer student immigration complex. By framing this situation as a complex, the study problematizes the power of ideologies in shaping the trajectories and identities of language learners.