Value, Identity, & Identifying Value: Exploring Meta-Cognitive Value in SLA Contexts

Abstract

The introduction of Social Cognitive Theory to the realms of pedagogy and language instruction was a pivotal point in developing the concept of learner identity in second language research. It became the cornerstone for cognition-based understandings of learner social dynamics, and perceptions of their own abilities and performance (Graham, 2006). It afforded us the avenue through which to recognize the impact of Self-Efficacy and Social Capital on both identity formation and learning (Mills, 2014). However, it is likely then, that we must attempt to engage with identity in a broader context of perception as opposed to action, if we are to explore higher levels of influence which may be affective of identity formation and performance. This research seeks to explore one potential influencer of identity development and performance; value. As such, the following research questions were designed to guide this study: 1) How do experts in learner identity, SLA, and related fields define Value as a meta-cognitive concept? 2) How do experts in learner identity, SLA, and related fields identify links (if any) between Value and learner identity? 3) Should experts in learner identity, SLA, and related fields identify links between Value and learner identity, how might these relationships be demonstrated? As value is a highly abstract concept which has suffered from decades of educational silo-ing this Delphi study initially sought to identify value as an interdisciplinary concept, as a foundation for future value research. Additionally, key aspects of value as identified by study participants, demonstrated linkages to various aspects of identity formation, development and performance. These linkages were demonstrated in this study as multiplicitous and interactional Value-Belief Systems which might be thought to represent individual and intersubjective world views, which have a profound effect on subjectivity and the development and maintenance of individual and group identity through ideals of Belonging. The significance of such findings reside in their implications for Language Program Administration (LPA), Language Program Evaluation (LPE), Educational Culture, and Critical Pedagogy. As this study demonstrates, iterative value systems may be constructed in academic contexts to instill designer classroom cultures, which limit the subjectivity of learners regarding perceptions of what might constitute valuable education, student behaviors, and learner identity characteristics. This realization may of course aid in the development of language programs and best practices, but it also highlights a previously unrealized responsibility to preserve learner identities when considering stakeholder needs.