English as Investment: A Narrative Inquiry into Preparatory Students’ Global Aspirations

Yıl 2025, Cilt: 11 Sayı: 2, 891 - 908, 29.10.2025

Miranda Karjagdi Çolak

https://doi.org/10.31464/jlere.1660703

https://izlik.org/JA28KN29WF

Öz

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.

Anahtar Kelimeler

linguistic capital , language learner identity , imagined communities , neoliberalism

Yatırım Olarak İngilizce: Hazırlık Öğrencilerinin Küresel Hedeflerine İlişkin Bir Anlatı Araştırma

https://izlik.org/JA28KN29WF

Öz

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.

Anahtar Kelimeler

dilsel sermaye , dil öğrenen kimliği , hayal edi̇len topluluklar , neoliberalizm

Kaynakça

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