TY  - JOUR
T1  - English as Investment: A Narrative Inquiry into Preparatory Students’ Global Aspirations
TT  - Yatırım Olarak İngilizce: Hazırlık Öğrencilerinin Küresel Hedeflerine İlişkin Bir Anlatı Araştırma
AU  - Karjagdi Çolak, Miranda
PY  - 2025
DA  - October
Y2  - 2025
DO  - 10.31464/jlere.1660703
JF  - Dil Eğitimi ve Araştırmaları Dergisi
JO  - JLERE
PB  - Hakan ÜLPER
WT  - DergiPark
SN  - 2149-5602
SP  - 891
EP  - 908
VL  - 11
IS  - 2
LA  - en
AB  - As English Medium Instruction (EMI) expands in Turkish higher education, this study investigates the motivations of EMI and non-EMI students enrolled in a university English preparatory program. Using narrative inquiry, it draws on Norton’s (1997) investment theory and Bourdieu’s (1986) concept of linguistic capital to explore how students view English as a resource for global mobility, career advancement, and identity formation. Findings show that students perceive English as a long-term investment shaped by neoliberal values but report limited language support beyond the preparatory year. The study highlights the role of imagined futures in shaping language learning motivation. It concludes by recommending that English curricula be redesigned to reflect students’ goals and provide ongoing language development opportunities throughout their academic journey. This research contributes to understanding language learning as a socially and economically situated process.
KW  - linguistic capital
KW  - language learner identity
KW  - imagined communities
KW  - neoliberalism
N2  - Türkiye'de yükseköğretimde İngilizce Eğitim (EDİ) yaygınlaşırken, bu çalışma bir üniversitenin İngilizce hazırlık programına kayıtlı EDİ ve EDİ olmayan öğrencilerin motivasyonlarını araştırmaktadır. Norton'un (1997)  yatırım teorisi ve Bourdieu'nün dilsel sermaye kavramından yararlanarak, öğrencilerin İngilizceyi küresel hareketlilik, kariyer gelişimi ve kimlik oluşumu için nasıl bir kaynak olarak gördüklerini araştırmaktadır. Bulgular, öğrencilerin İngilizceyi neoliberal değerler tarafından şekillendirilen uzun vadeli bir yatırım olarak algıladıklarını, ancak hazırlık yılının ötesinde sınırlı dil desteği bildirdiklerini göstermektedir. Çalışma, hayal edilen geleceklerin dil öğrenme motivasyonunu şekillendirmedeki rolünü vurgulamaktadır. Araştırma, İngilizce müfredatının öğrencilerin hedeflerini yansıtacak şekilde yeniden tasarlanmasını ve akademik yolculukları boyunca devam eden dil gelişim fırsatları sunulmasını tavsiye ederek sonuçlanmaktadır. Bu araştırma, dil öğrenimini sosyal ve ekonomik olarak konumlandırılmış bir süreç olarak anlamaya katkıda bulunmaktadır.
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UR  - https://doi.org/10.31464/jlere.1660703
L1  - https://dergipark.org.tr/en/download/article-file/4703464
ER  -