The Ideological Production of Learner Identities in the World outside/inside the Classroom: Language Learning, Consumption, and National Belonging

• Published in: Adult basic education and literacy journal Vol. 4; no. 3; pp. 162 - 171
• Main Author: Ullman, Char
• Format: Journal Article
• Language: English
• Published: Commission on Adult Basic Education and ProLiteracy America 2010
• Subjects: Argentina; Arizona; Barriers; Business; Colombia; English (Second Language); Foreign Countries; Guatemala; Identification (Psychology); Ideology; Immigrants; Labeling (of Persons); Language Attitudes; Marketing; Mexico; Personal Autonomy; Personality Traits; Peru; Role of Education; Second Language Learning; Social Environment; Sociolinguistics; Student Motivation; Theory Practice Relationship; Venezuela; Working Class; Colombia; Venezuela; Argentina; Guatemala; Mexico; Peru; Arizona
• ISSN: 1934-2322

Adult education ESOL teachers usually know a lot about learners' lives inside the classroom, but they are less aware of learners' lives outside that space. This article focuses on learner talk about "Ingles Sin Barreras," a heavily advertised English-language program for Spanish-speakers who want to learn English. I analyzed learner talk along with documents describing a class-action lawsuit brought against Lexicon Marketing, the company that produces "Ingles Sin Barreras," and sample text from the product itself. I argue that "Ingles Sin Barreras" constitutes a site of struggle over learner identity and national belonging. I suggest that discussing "Ingles Sin Barreras" in classrooms can lead to generative conversations that will aid learners in their language study, regardless of whether they consume the product or not.