The Role of Social Class in Self-Directed English Language Learning Practices

Language learners’ socioeconomic background has not been widely recognized as a relevant learner factor in the field of English language learning despite its significant focus in general educational research (Block, 2012; Murphy, 2018; Vandrick, 2014). Drawing on Bourdieu’s (1991) theory of practice, this case study explores the role of social class in self-directed English language learners’ learning practices and addresses the inequalities among language learners within a Turkish context. 10 English-major undergraduates with various socioeconomic backgrounds and different levels of capital possession (i.e., economic, cultural, and social capital) were selected purposefully in this study. Their self-directed language learning histories and practices have been elicited with a combination of learner autobiographies, semi-structured learner interviews, photo-elicitation interviews and significant other interviews. A thematic analysis of the triangulated data highlighted the critical role of class-inscribed habitus on learners’ motivational orientations and constructing language learning goals. As a result, their language learning practices were shaped accordingly. The findings also revealed a considerable gap in possession of economic, cultural and social capital among learners and illustrated the interplay between learners’ different levels of capital possession in diverse language learning practices beyond the classroom. Especially for lower-class language learners, teachers play a significant role by giving emotional and academic support in their self-directed language learning. Attendees of the session will gain insights into the social, economic, and cultural aspects of self-directed language learning beyond the classroom from a sociological perspective and leave with a basket of pedagogical implications.