LANGUAGE EGO AS BARRIER IN THE PROCESS OF ACQUISITION OF A FOREIGN

LANGUAGE

Angie Valentina Novoa Cabrera

Paula Andrea Henriquez Mercado
Sara Michelle Meza Ferrer

Facultad de Educación

Licenciatura en Lenguas Extranjeras con Énfasis en Inglés y Francés

Universidad del Atlántico

Fundaments for Research

Jairo Eduardo Soto Molina

4/12/2023
 THE LANGUAGE EGO AS BARRIER IN THE PROCESS OF ACQUISITION
OF A FOREIGN LANGUAGE

ABSTRACT

Acquiring a foreign language is a complex process that goes beyond learning new
words and grammatical rules. In this context, the concept of the "linguistic ego" emerges as
a crucial factor that can significantly influence the process of learning a new language. This
term, coined by linguist Alexander Guiora, refers to the deep emotional connection that
people have with their native language and how this connection can become a barrier in
acquiring a foreign language.

In the context of learning a foreign language, the "linguistic ego" can manifest itself in
various ways. For example, it may generate fear by making mistakes when speaking the
new language, due to concern about the judgment of others. It may also be related to
cultural identity, since learning a new language can be perceived as a challenge to one's
identity and culture.

This concept suggests that the emotions and cultural identity associated with the
native language can hinder a person's willingness to learn and adopt a new language.
Recognizing and addressing this "linguistic ego" can be crucial to developing effective
strategies that help overcome emotional and psychological barriers in the foreign language
acquisition process.

INTRODUCTION

Foreign language teaching is a dynamic and challenging field, where the interaction
between teachers and students plays a crucial role in the language acquisition process.
Effective pedagogical approaches in foreign language teaching require an awareness of the
factors influencing student’s learning process. One of these elements (often overlooked but
potentially important) is the “Language ego” of the learners, better known as the mental
model of themselves which they construct in relation to the foreign language they are
learning. This notion, which has its roots in language learning psychology, represents how
language learners perceive and judge their proficiency and advancement in the goal
language.

This linguistic self-image includes not just the understanding of vocabulary and
grammatical skills but also encompasses components such as confidence and self-efficacy
in communication. The need to investigate how linguistic ego directly affects motivation and
academic achievement comes as educators become more conscious of the significance of
emotive components in language learning.

From a theoretical perspective, Henry Douglas Brown suggests that language ego is
rooted to the learner’s identity and self-esteem. Language self-image encompasses not only
the perception of language skills, but also includes the learner's emotional attitude towards
the learning process. From this perspective, language ego becomes a vital aspect that can
significantly impact motivation, self-efficacy and, ultimately, success in foreign language
acquisition.
According to H. Douglas Brown, a student’s language ego is shaped and changed by
a range of factors, including social interactions, teacher’s feedback and their own
accomplishments in learning a foreign language. With regard to this dynamic theory of
language ego, teachers have the power to gradually mold and improve their learners’
perceptions of their own language,

In this context, the purpose of this research is to investigate in detail how fourth
grade pupils at "Nuestra Señora del Rosario" linguistic ego and their foreign language
acquisition process interact. We look for patterns, obstacles, and opportunities that can
guide the development of more successful teaching strategies through a careful examination
of the body of current research and the use of certain research design principles. By
investigating this issue, we hope to add to the expanding corpus of research that aims to
improve teaching foreign languages by providing a deeper comprehension of the psychology
of language acquisition.

DESCRIPTION OF THE PROBLEM AND FORMULATION OF THE RESEARCH

QUESTION

Contextualization: The study's framework is the practical and theoretical domain of

teaching foreign languages, with a particular focus on the "Nuestra Señora del Rosario"
educational institution. Theoretically, it is founded on the work of H. Douglas Brown, whose
"language ego" theory offers a strong conceptual foundation for comprehending the
relationship between the learning process and the linguistic self-image. The method's
objective at the empirical level is to investigate how these concepts appear in the
fourth-grade students' educational experiences at that particular institution.

Delimitation and structuring of the problem: The problem's magnitude in this

case, applies only to fourth-grade kids at the "Nuestra Señora del Rosario" institution.
Analyzing how these students' "language ego" affects their foreign language learning
process is part of the structuring process. At this particular educational level, this particular
technique will enable a thorough and contextualized grasp of the elements that go into the
creation of linguistic identity.

Validity: The legitimacy of the problem is justified by the huge impact that
psychological elements, particularly the "language ego," have on the foreign language
learning process. Language teaching expands beyond the simple transmission of
grammatical knowledge and vocabulary in education; it entails a complicated encounter
between the learner's mind and the new language.

In the specific context of the fourth grade students of the institution "Nuestra Señora
del Rosario", the validation of this problem is even more crucial. At this critical stage of their
development, students are forming not only their language skills but also their identity as
foreign language learners. Understanding how the "language ego" impacts this process will
allow us to adjust pedagogical strategies in a precise and personalized manner.
 The necessity to modify instructional tactics emerges from the diversity of individual
learning experiences as well as the various ways in which learners develop their language
self-image. Not all students encounter the same learning challenges, and recognizing this
variability is critical for effective teaching. We are able to draw out pedagogical strategies
that build a positive self-image, raise motivation, and ultimately improve the overall
effectiveness of foreign language training in this specific school context by understanding
how the "language ego" influences these fourth-grade learners. In this way, the research
looks not only to comprehend a psychological phenomenon, but also to improve educational
practice for the direct benefit of students and the institution's teaching-learning process.

Elements: The institution's contextual elements, ranging from the instructional

method to the availability of resources, play a critical influence in molding students' language
ego. Class size, cultural diversity, and specific educational approaches can all have an
impact on the establishment of a linguistic self-image and, as a result, foreign language
acquisition.

To investigate this feature, we may look at how certain institutional regulations or

educational programs affect students' views of their foreign language competency. Analyzing
if the adoption of intercultural activities inside the institution favorably affects students'
linguistic self-image and, hence, their academic performance is one example.

Another critical component of this research is academic performance. It is not just

about evaluating exam and assessment results, but also about comprehending how the
learner's language ego affects his or her capacity to absorb, process, and apply acquired
language information in an academic context.

We may go deeper into the examination of performance patterns here, determining

whether certain parts of language self-image, such as speaking confidence or perceived
practical utility of language, connect with various degrees of academic success.

Projection: Theoretical projections are based on H. Douglas Brown's dynamics,

which imply that language self-image is changeable and may be modified over time. In
technical words, particular educational interventions that aim to improve learners' "language
ego" might be investigated, hence increasing their disposition and performance in foreign
language learning.

Research question The research seeks to answer the following question: How does
language ego of the fourth grade students of the district educational institution Nuestra
Señora del Rosario affect the process of learning a foreign language?

GENERAL OBJECTIVE

To analyze how language ego affects foreign language learning in students,

identifying the barriers that may arise and proposing strategies to overcome them.
SPECIFIC OBJECTIVES

● To identify the most common barriers that language ego can generate in the process
of learning a foreign language.

● To understand how language ego affects students' motivation and confidence when
learning a foreign language.
● To suggest recommendations and measures that educational institutions and
teachers can implement to promote an environment conducive to learning a foreign
language, taking into account the impact of language ego.

JUSTIFICATION

Certainly, the concept of the "linguistic ego" influencing the process of learning a
foreign language is a complex aspect that encompasses emotional, psychological, and
cultural dimensions. Recognizing the feasibility of addressing this linguistic ego is
fundamental to creating effective strategies for individuals navigating the challenges of
acquiring a new language.

The feasibility of addressing the linguistic ego lies in acknowledging its multifaceted
impact on language learners. By understanding the various ways in which the linguistic ego
can manifest—such as fear of making mistakes or challenges to cultural identity—educators,
policymakers, and language instructors can tailor approaches that foster a more supportive
and conducive learning environment.

Feasibility also hinges on the development and implementation of strategies that

address emotional and psychological barriers. Creating inclusive learning environments that
encourage risk-taking, embrace cultural diversity, and provide psychological support can be
instrumental in mitigating the negative effects of the linguistic ego on language acquisition.

Moreover, the feasibility of addressing the linguistic ego involves promoting

awareness and providing resources that support learners in overcoming emotional hurdles.
This may include workshops, counseling services, or educational programs aimed at
enhancing learners' confidence, resilience, and cultural appreciation as they navigate the
intricacies of acquiring a foreign language.

In essence, the feasibility of addressing the linguistic ego in the context of foreign
language learning lies in the willingness of educational institutions, language instructors, and
support networks to recognize its significance and implement tailored strategies that nurture
a supportive and culturally sensitive learning environment. By acknowledging and
addressing these emotional and cultural barriers, it becomes feasible to create pathways
that empower language learners to navigate and succeed in their language acquisition
endeavors.

Language ego as a barrier in the acquisition of a foreign language stems from

various psychological, emotional, and sociocultural factors that significantly impact an
individual's ability to effectively learn and adopt a new language. Below are key justifications:
 Emotional Attachment to Native Language: Individuals often have a strong emotional
connection to their native language, which can create a sense of comfort and security. When
attempting to learn a new language, this emotional attachment might lead to a reluctance to
let go of the familiar linguistic patterns, hindering the acceptance of new structures and
vocabulary.

Fear of Making Mistakes: The language ego can evoke a fear of making mistakes in
the new language. Learners might be apprehensive about appearing incompetent or
embarrassed, thereby limiting their willingness to engage in conversations or practice the
new language skills.

Cultural Identity and Belonging: Language is closely tied to one's cultural identity.
Learning a new language might be perceived as a threat to one's cultural heritage or a
challenge to their identity, causing resistance or a sense of disconnect.

Comparative Proficiency and Self-Confidence: Constantly comparing one's

proficiency in the new language to that in their native language can lead to feelings of
inadequacy and a lack of confidence. This comparison can hinder progress and discourage
learners from fully embracing the new language.

Social and Sociocultural Factors: Societal pressures, expectations, or norms

associated with the native language community might discourage learners from fully
engaging in the process of acquiring a new language. This could be due to societal attitudes
or a lack of support for learning a different language.

Difficulty in Adapting to New Linguistic Structures: Familiarity with the structures and
patterns of the native language can make it challenging for learners to adapt to new
grammatical rules, syntax, or pronunciation in the foreign language.

PRELIMINARY THEORETICAL FRAMEWORK

Brown tells us that ego language is an affective principle that appears at the moment
of learning a second language communicates a second identity the new "language ego" that
creates sensations of fragility, defensive attitude and feel helpless.Linked to terms like
identity or me, the concept of ego language has been widely applied and analyzed in several
fields: traditional psychoanalytic school, educational studies and social psychology (Ehrman,
1998).

The concept has been applied as a general term to characterize human socialization
and individuality. According to Berzonsky, the development of identity consists of three
dimensions: the environmental dimension, the personality dimension, and the cognitive
dimension. The combination of these variables determines people’s approach to external
events (Berzonsky, 1990).

Language ego refers to the psychological and emotional aspects that influence how
individuals perceive and communicate in a foreign language. It encompasses
self-perception, self-esteem, motivation, anxiety, and identity factors that can affect language
learning and performance. When applied to students of foreign languages, the framework
can have several key components:

● Self-Perception: Students' perception of their language abilities and their belief in

their potential for language learning. Positive self-perception can lead to increased
confidence and motivation, while negative self-perception may lead to lower
self-esteem and reduced effort.

● Self-Esteem: Students' evaluation of their own worth in relation to their language

skills and their ability to communicate effectively. High self-esteem can promote a
positive attitude towards language learning, while low self-esteem can bring about
feelings of inadequacy and hinder progress.

● Motivation: Students' internal drive to learn a foreign language, which can be

influenced by various factors such as personal interest, career goals, social
pressures, or a desire for cultural exploration. Intrinsic motivation, where students
enjoy the process of learning itself, is often considered more effective than extrinsic
motivation, which relies on external rewards or pressures.

● Anxiety: Students' feelings of apprehension or fear when using a foreign language,

often stemming from the fear of making mistakes, being judged by others, or
experiencing communication breakdowns. High anxiety levels can hinder language
fluency and overall performance.

● Identity: Students' sense of who they are in relation to the foreign language and the
culture associated with it. Identity factors include cultural background, values, beliefs,
and attitudes towards the target language community. Positive identification and
acceptance of the foreign language and culture can enhance motivation and learning
outcomes.

Overall, the framework of language ego recognizes the psychological and emotional
aspects that students bring to their language learning experiences. By understanding and
addressing these factors, educators can help create a supportive learning environment and
facilitate students' language acquisition and proficiency.

Second language learners experience difficulty learning the language and using it in
communication (Brown 1991). According to Dornyei personality is the most individual
characteristic of a human being and therefore it is appropriate to start the summary of
individual differences with a description of the various personality factors.
Other factors that influence the language ego are:

● Social comparison: Language ego is often shaped by social comparison, where

individuals compare their language skills and abilities to others. This comparison can
be both positive, leading to motivation and improvement, or negative, resulting in
feelings of inferiority or inadequacy.

● Attitudes towards language change: Language ego can also be influenced by an

individual's perception of language change and variation. Some people may have a
 fixed mindset and resist change, leading to a fragile language ego, while others may
embrace language change and have a more flexible language ego.

PRELIMINARY METHODOLOGY

Introduction to Ego Language:

Playful sessions to familiarize children with basic programming concepts using interactive
games and simple examples. then we did practical exercises involving basic Ego
commands to solve simple problems, encouraging problem solving and logic. for the
development of short projects that stimulate creativity, such as the creation of interactive
stories or simple games, to apply the knowledge acquired .

We highlight the importance of Group Sessions to encourage collaboration between

children, where they can share ideas and projects. Inclusion of short presentations to
improve communication skills. Implementation of regular feedback sessions to evaluate each
student's progress, identifying areas for improvement and celebrating achievements. also
Implementing formative assessments throughout the process to assess understanding and
adjust instruction based on individual needs

We conducted a questionnaire with 20 children from two 4th grade classroom, we asked
them questions about their learning process in English, we applied linguistic tests to evaluate
the influence of the language ego in the process of learning a foreign language, They
answered the questionnaire with the following questions:

I am good at learning English, I am afraid of making mistakes when speaking in English, I

enjoy learning English, what strategies I use to learn, I constantly practice the language. etc.
We asked them what part was difficult for them when learning English.

Analyze the data collected using techniques qualitative and quantitative. Study patterns,
relationships and correlations between language ego attitudes and progress in language
acquisition. collecting qualitative data on students' perceptions of their language ego, how
this affects their learning a new language, and what strategies they use to overcome these
barriers.This methodology seeks to gradually and practically introduce the Ego language,
adapting to the level and pace of learning of fourth-grade primary school children.

RESOURCES REQUIRED

● Research tools: Students needed access to computers, the internet,

and the software needed to conduct the research, collect data, and analyze relevant
information about how they feel about their learning process. Survey tools or online
questionnaires were also needed to collect qualitative or quantitative data related to
the speaker’s ego.

● Teacher support: It was helpful to have the guidance and support of

a language teacher who can guide students in their research and provide meaningful
feedback on their work.
 ● Time spent on research: Students needed time dedicated
specifically to research and I include classroom time devoted to research or
homework assignments.

● Institutional Collaboration: In order to reach the study population

and guarantee the effective development and implementation of the research,
collaboration with educational institutions and foreign language teaching programs
will be essential.
● Ethics and Integrity: Ethical guidelines should be created, and the
integrity of the study should be assured in terms of participant privacy and
appropriate data processing.

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REFERENCES

Ehrman (1999) also emphasized that language ego is associated with increased fear
of committing mistakes when speaking a new language. According to Ehrman (1999),
these mistakes serve as external and internal threats to the learner’s ego.

Berzonsky, M.D. (1990). “Self-Construction over the Life Span: A Process Perspective on
Identity Formation.” In: Neimeyer, G.J. R.A. Neimeyer. Advance in Personal Construct
Psychology. Greenwish, CT: JAI Press, 155-186.

Brown, H. D. (1994) Principles of language learning and teaching. New Jersey: Prentice
Hall.

Dornyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in

Second Language Acquisition. New York: Rutledge.

Ehrman, M. E. (1999) „Ego boundaries and tolerance of ambiguity in second language

Learning‟: In Arnold, J. (ed.), Affect in Language Learning. Cambridge: CUP (P. 68-86). Ellis,
R. (1997) Second Language Acquisition. Oxford: OUP.

Ehrman, M.E. (1996). Understanding Second Language Learning Difficulties. California:

Sage Publications.