The concept of language ego is intriguing.
People usually discuss ego in psychological terms. In linguistics, however, language ego is seen as a normal and natural byproduct of learning a second language, which has everything to do with the affective part of language learning.
What is language ego?
According to Brown (2001), in the process of learning a second language, all learners create a new mode of thinking, feeling, and acting which eventually leads to a new sense of identity or a second identity. This is called language ego and when combined with the second language, may easily put learners in a state of fragility, defensiveness, and increased inhibitions. Therefore, as educators, we must be mindful of our students’ emotional state, treat them with compassion, minimize anxiety, and cultivate emotional safety in the classroom.
No one has ever claimed that when they were first learning a second language, they were immune to making silly mistakes or embarrassing themselves in front of their peers. If this wasn’t treated with proper care and support, learners might have a very hard time getting along with the language learning process. That’s why teachers need to provide emotional support in the educational context. Here are four ways that can help:
- It is always helpful to show a supportive attitude in the classroom. Although these students may feel a little slow in the new language learning process, they are all capable adults outside the classroom. They’re struggling with one of the most challenging skills anyone can attempt in life. Showing them you’re aware of the challenges they’re going through and offering patience and empathy goes a long way in helping them handle the task.
- When designing lesson plans, we need to be mindful that our choice of tasks and techniques should be cognitively challenging but not affectively overwhelming.
- When we are conscious of our students’ language ego, we will consider who to call on, how to form groups and pairs, when to offer correction, how to structure and plan activities, and how “tough” we can be with a particular student.
- This last point is relevant when we teach in an English-speaking country. In this context, it’s very likely for students to experience a moderate identity crisis as they develop a second self within themselves. We should remind them that this is a normal and natural process when developing a second self in a second culture.
In summary, being mindful of our students’ language ego can help them become more effective learners not only cognitively, but also emotionally and affectively.
Bibliography
Brown, H. D. (2001). Teaching by Principles An Interactive Approach to Language Pedagogy. New York: A Pearson Education Company.
2 Comments
Thank you for your thoughtful and intriguing article. Language Ego is something I think about, though not in that term. Your article made me reflect on my years teaching in Oman. The students resisted a second identity, for the most part. They seemed to have the idea that English, while necessary, was a form of Western imperialism, though they didn’t put it in that way. They perceived a threat and doubled down on their culture. Here in Canada, I see students struggling with their place in Canadian society – mainly through the struggle to find work.
I really appreciate the four points you listed. 👍
Thank you, Derek, for your comment and sharing your experience.
I’m glad you found the article interesting.