Iranian EFL Language Learners Identity Formation through Institutional Setting and Peer Group Structures

Iranian EFL Language Learners Identity Formation through Institutional Setting and Peer Group Structures

The focus of youth identity among sociologists largely has been on its formation, that is, the internal and external processes through which identity markers, group symbols, social roles, and social meanings take firm hold as central components to both self-conception, presentation of self, and perceptions held by others (Best, 2011). While psychologists understand this fundamental developmental task in terms of the formation of ego identity or self-definition, sociologists stress the importance of understanding social context to the construction of youth identity. In doing so, sociologists give attention to the role of institutional settings such as school (Best 2000) and the structure of peer groups (Adler and Adler 1998). In this review paper, we outline some of the thematic currents that guide contemporary sociologists’ investigations of youth identity formation as socially constituted process. For the sociologist then, identities are formed in social relations and social situations (Goffman 1959, 1961). In this formulation, identity is understood to be the product of ‘joint action’ (Blumer 1969) and relies on the recognition by others for its meaning. The performance and display of identity requires a significant amount of interactional work whereby effort is made to project an identity that aligns with self-concept and the prevailing definition of the situation. This identity work allows for the ritual enactment of the self. The present qualitative study employed focus group as a means of data collection. The participants engaged in informal conversation with the second researcher during their free time for 10 hours. The participants were senior high school students in Boukan, Iran. The data were analysed through reflective talk approach to find emerging themes. The results of the present study suggest that the participants identity formation is shaped by both school setting and peer group structures. The study provides language teachers and school administers as well as teacher educators with insights into language learners identity formation processes and procedures.

The focus of youth identity among sociologists largely has been on its formation, that is, the internal and external processes through which identity markers, group symbols, social roles, and social meanings take firm hold as central components to both self-conception, presentation of self, and perceptions held by others (Best, 2011). While psychologists understand this fundamental developmental task in terms of the formation of ego identity or self-definition, sociologists stress the importance of understanding social context to the construction of youth identity. In doing so, sociologists give attention to the role of institutional settings such as school (Best 2000) and the structure of peer groups (Adler and Adler 1998). In this review paper, we outline some of the thematic currents that guide contemporary sociologists’ investigations of youth identity formation as socially constituted process. For the sociologist then, identities are formed in social relations and social situations (Goffman 1959, 1961). In this formulation, identity is understood to be the product of ‘joint action’ (Blumer 1969) and relies on the recognition by others for its meaning. The performance and display of identity requires a significant amount of interactional work whereby effort is made to project an identity that aligns with self-concept and the prevailing definition of the situation. This identity work allows for the ritual enactment of the self. The present qualitative study employed focus group as a means of data collection. The participants engaged in informal conversation with the second researcher during their free time for 10 hours. The participants were senior high school students in Boukan, Iran. The data were analysed through reflective talk approach to find emerging themes. The results of the present study suggest that the participants identity formation is shaped by both school setting and peer group structures. The study provides language teachers and school administers as well as teacher educators with insights into language learners identity formation processes and procedures.