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.
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