LEARNER IDENTITY AND INSTRUCTIONAL DECISIONS IN AN EFL CLASSROOM CONTEXT: A QUALITATIVE CASE STUDY

Abstract

This qualitative case study explores the relationship between students' identities and the learning environments when deciding how to teach students in the EFL classroom. Based on the post-structural theories of identity, investment, and motivation created by the researchers (Darvin & Norton), and drawing on Krashen's Input and Affective Filter hypotheses, we will be looking at two students: one who has been learning English as a foreign language (EFL) and the other who come from very different educational backgrounds. We used data collected through teacher observations from the classroom, reflection notes from teaching, and an analysis of instructional tasks over a two-month period at a private language school. We found that differences exist with regard to the structure of a student's previous learning environment that affects the student's confidence, accuracy, and interaction with the other students in the classroom. Our findings also indicate that the application of a communicative, student-centered philosophy of teaching informed the way we adapted both input-based and task-supported instruction for the particular needs of the learners. In summary, the findings from this case study illustrate the dynamic relationship between learner identity, teaching philosophy, and teacher practice. In addition, the findings suggest that using theory to inform the teaching philosophy of a teacher leads to a responsive and equitable form of teaching English as a foreign language. Finally, implications of the findings are discussed for teacher education and further research in EFL contexts.