Main Content
Session Information
ERG SES D 04, Foreign Language Education
Paper Session
Contribution
Inequality in education in the Czech Republic was a taboo topic before the transformation of 1989. The socialist ideological postulates were threatened by the possibility of a negative analysis of educational results. Due to this fact the level of inequality in education was among the highest in Europe at the end of 1980s (Boguszak, Matějů, Peschar, 1990).
Little attention was paid to the problems of equal educational opportunities in the Czech political, public and academic discourse during the early years of the transformation, especially due to the historical circumstances. The call for equal opportunities was perceived negatively because of the egalitarian touch once characteristic of the communist era (Matějů, 2006).
My dissertation draws on the claims defended in recent sociology that learning success is significantly influenced by social environment (Giddens, 1999; Keller, Tvrdý, 1995). In this respect the question of inequality in foreign language education is raised. External factors such as social class, motivation and attitudes, as two major social psychology phenomena related to success at foreign language learning, are researched. Based on these concepts it is concluded that the process of foreign language learning is considered strongly influenced by opportunities for learning and by the process of constructing foreign language learner´s identity (Block, 2008; Norton, 2000).
The research follows the qualitative paradigm using the narrative approach (Polkinghorn, 1995; Chase, 2005) and an in-depth interview as the main research method (Kaufmann, 2010; Kvale, 1996). The research design of biography and case study is used; two individual case studies are presented, with the impact of showing diversity and motivation complexity of foreign language learning. The research takes place in the university environment; students of technical faculties were the object of the research.
The question of inequality in the specific context of the process of foreign language learning has been researched through individual learners´ biographies (Benson, Nunan, 2005; Clandinin, Connelly, 1990). My research approaches learners´ within their own social space, relying upon sociocultural theories in the field of second language acquisition and Bourdieu´s concept of social, economic and cultural capital of an individual (Bourdieu, 1998). The biographies have been analysed using Polkinghorn´s narrative analysis together with the constructionist approach to the way of story making (Silvermann, 2003). The process of data configuration has been treated as an active construction of a story by a researcher and her influence on the interpretation of data and conclusion making (Polkinghorn, 1995), and reflexivity (Bourdieu; Wacquant, 1992).
Method
Expected Outcomes
References
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Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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