Andre Kurowski
University of Chichester, United Kingdom; https://orcid.org/0000-0002-8841-3365
Eva Mikuska
University of Chichester, United Kingdom; https://orcid.org/0000-0003-2486-9643
DOI: https://doi.org/10.36534/erlj.2023.01.02
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Volume 2023-1(9). THE AFFECTIVE SIDE OF LANGUAGE LEARNING AND USE , pp. 21-32.
Abstract
Through empirical evidence we have found that female students reflect their emotions through the language they use. This paper examines responses of 24 adult female students in higher education on Early Childhood Studies (ECS) programmes. It draws on qualitative interview data from a recent research project and interactions in meetings. The aim of the research was to determine the views of students on perceived benefits of higher education to their early childhood, education, and care (ECEC) practice in a sector that is notoriously low paid and carries low status. The research was undertaken in a further education (FE) college on the Isle of Wight in England to establish the impact of HE in childhood studies. What started as research into early years policy morphed into a very unexpected and emotional response. The language used also revealed the insecurities and lack of confidence of this student group as they embarked on, and during their time as students in HE. Our experience as professionals working in higher education, is that adult female students can express their levels ambition (or lack of) through their language, especially where they feel they do not really belong in higher education, and where their prospects of success are tempered by their view of themselves and their perceived ability.
Keywords: Isle of Wight, higher education, language, cultural capital, self-esteem, achievement.
Go to Educational Role of Language Journal – main page
Go to International Association for the Educational Role of Language – main page