An Investigation Of Countryside Left-behind Children’s Identity And Their English Language Learning

With the rapid development of economy and urbanization, migrant workers go out and leave their hometown to seek better living conditions, and they have to leave their children at home, guarded by their grandparents, relatives or friends. Thus a new and special group appears as countryside left-behind children. Compared with the other children, these countryside left-behind children tend to be more sensitive, weak at self-identity, and have more difficulties in their English langauge learning. Therefore, this study aims to explore the current situation of the countryside left-behind children’s identity and the relationship between these children’s identity and their English learning.This research is based on the theories of identity and English language learning. Four types of identity are concerned: personal identity, role identity, social identity, and collective identity. 313 students from the second year in Fumeng First Middle School were involved in the study. Questionnaires, interviews and mid-term test are the research instruments. The research findings show that the countryside left-behind students tend to lack confidence and interest in English language learning, and they appear to be poorer in English proficiency than the normal students. The study suggests that educators should consider appropriate pedagogies and design more reasonable teaching methods, to improve left-behind students’ identity and their English learning.