Uyghur and Tibetan university students’ English language learning in China: a spatial assemblage

ABSTRACT

Informed by an increasing amount of research in understanding spatiality in language learning, this ethnographic case study investigates two ethnic minority university students’ English language learning in urban, virtual, and classroom spaces as they relocated to an interior city for higher education in southeastern China. Data consisted of the students’ informal online interactions, drawing journals, photos, and interviews. This study examines the participants’ capacity in appropriating and transforming both human and non-human objects in facilitating their English language learning and the contestations embedded in their meaning-making processes as they assembled their linguistic repertoires and materiality. This study finds that the virtual spaces are more enabling for the Uyghur student’s English language learning than his learning in urban and classroom spaces, whereas the urban space is more empowering for that of the Tibetan student. Instead of the traditional layout of classroom space, the two students became legitimate participants in the urban and virtual spaces where they actively engaged in utilizing resources for English language learning. This study indicates that spatiality needs to be seen as more central in shaping the participants’ English language learning outcomes. Implications for future research and pedagogy are provided.

KEYWORDS:

• Space
• language learning
• assemblage
• translocality
• ethnic minority students

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 All names are pseudonyms.

2 A free messaging and calling app.

Additional information

Funding

This work was supported by Zhejiang International Studies University: [Grant Number 2021GCC3].

Notes on contributors

Hao Wang

Dr. Hao Wang is Associate Professor at Zhejiang International Studies University, China, where he teaches comprehensive English, and speaking and listening. He holds a PhD in Educational Linguistics from the University of Alabama. His research interests include identity inquiry in applied linguistics, critical applied linguistics, critical discourse analysis, sociocultural/poststructural theory in second language acquisition; critical pedagogy.

Xia Chao

Dr. Xia Chao is Associate Professor of language and literacy education in the School of Education at Duquesne University. Dr. Chao’s research focuses on multilingual and multiliteracy practices in community, family, and school as well as community-engaged language teacher education. Her research has been funded by the Spencer Foundation and the National Geographic Society. Her research has appeared in peer-reviewed journals including Journal of Literacy Research, Language and Education, Linguistics and Education, Anthropology and Education Quarterly, Teacher Education Quarterly, etc.