Often, in second language classrooms, little or no attention is given by the teacher or curriculum (including the Educational system) to the identity of the student. A student enters the classroom with his own identity and culture. When acquiring a second language, it is necessary for the student to absorb the culture of the second language, too (Spackman, 2009, p.2). This is where the issue of culture and identity influencing second language acquisition occurs. In general, students represent the identity and culture of their first language and where they come from. The purpose of this study is to examine the influences of culture and identity on second language acquisition in a selected sample of seventh grade students of an American private school in Egypt. Based on different studies supporting this fact, this study will seek responses to the following questions: 1. What instructional and administrative steps should the school take to enhance the English learner as well as enhancing Egyptian cultural identity? 2. What are the existing evidence that the process of learning a second language affects the studentsâ identity and sense of belonging to a community? 3. What instructional strategies are more effective on the encouragement of second language learners? 4. What are the intrinsic and extrinsic factors that motivate Egyptian students to learn a second language? The research context describes Egyptian students who are educated in English, who adapt their identities trying to accommodate the differences between these cultures and who show an increase on their insecurities towards culture and identity. The research topic resonates throughout the field of education, in Egypt, on several levels. The data collected during the research presents issues that need to be resolved. Pursuing these concerns would have a positive impact on the school industry in Egypt. This would require revolutionary institutional changes that would involve all members of the educational field.
International & Comparative Education Department
MA in International & Comparative Education
Committee Member 1
Committee Member 2
Committee Member 3
The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known.
Institutional Review Board (IRB) Approval
Approval has been obtained for this item
(2013).The influence of culture and identity on second language acquisition: a perspective from Egypt [Master's Thesis, the American University in Cairo]. AUC Knowledge Fountain.
Barber, Shirley. The influence of culture and identity on second language acquisition: a perspective from Egypt. 2013. American University in Cairo, Master's Thesis. AUC Knowledge Fountain.