G5 Doctoral dissertation (article)
University students' language learner beliefs and identities in the context of multilingual pedagogies in higher education (2023)

Pirhonen, H. (2023). University students' language learner beliefs and identities in the context of multilingual pedagogies in higher education [Doctoral dissertation]. University of Jyväskylä. JYU dissertations, 598. http://urn.fi/URN:ISBN:978-951-39-9277-4

JYU authors or editors

Publication details

All authors or editors: Pirhonen, Hillamaria

eISBN: 978-951-39-9277-4

Journal or series: JYU dissertations

eISSN: 2489-9003

Publication year: 2023

Number in series: 598

Number of pages in the book: 1 verkkoaineisto (78 sivua, 30 sivua useina numerointijaksoina, 3 numeroimatonta sivua)

Publisher: University of Jyväskylä

Publication country: Finland

Publication language: English

Persistent website address: http://urn.fi/URN:ISBN:978-951-39-9277-4

Publication open access: Openly available

Publication channel open access: Open Access channel

Abstract

While working life is increasingly multilingual, multicultural and multidisciplinary, university students in many countries study fewer languages than before. This creates challenges for language pedagogies in university because they are expected to prepare students for operating in these superdiverse contexts. Language pedagogies are also affected by the multilingual turn in second language acquisition (SLA) that has led to conceptualising language learners as multilingual beings. Recent research suggests that multilingual awareness, or constructing a more multilingual identity, could be advantageous for individuals’ investment in learning foreign languages. In addition, students’ language learner beliefs have a significant role in how they negotiate their learner identities and subsequently succeed and invest in language learning. From these premises, this longitudinal study examines the learner beliefs and identity negotiation of Finnish social science students that took part in restructured multilingual communication and language studies for academic and professional purposes as a part of their bachelor’s degree. The students’ discourses were analysed to investigate (1) how the students position themselves in relation to societal, sociocultural and individual levels of SLA, (2) how the students negotiate their multilingual and professional identities and how these negotiations intersect, and (3) how the students’ language learner beliefs evolve during the three-year research period. The results suggest that university students refer to experience-based evidence, as well as acknowledge, accept or contest positions given or implied by society or an educational institution. The students also placed agency away from themselves to deny responsibility in language learning. The students’ identity negotiation was influenced by their learner beliefs. There were changes in students’ learner beliefs at the end of the research period. It seems that students need explicit teaching on multilingualism to start developing a multilingual identity. The dissertation concludes with pedagogical suggestions for multilingual teaching in higher education.

Keywords: students; language skills; multilingualism; language learning; conceptions of learning; linguistic identity; pedagogy of higher education; doctoral dissertations

Free keywords: multilingualism; beliefs; identity; language learning; university pedagogy

Contributing organizations

Ministry reporting: Yes

VIRTA submission year: 2023