Resumes and job postings as cognitive tools for narrating Anglophone language learners’ multilingual–professional identities and trajectories in career advising appointments,The Modern Language Journal

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Resumes and job postings as cognitive tools for narrating Anglophone language learners’ multilingual–professional identities and trajectories in career advising appointments
The Modern Language Journal ( IF 4.7 ) Pub Date : 2023-06-06 , DOI: 10.1111/modl.12842
Ryan A. Goble ₁

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Empirical research on the relationship between language learners’ (LLs’) multilingual and professional development has remained scant in conversations surrounding LLs’ sustained engagement with a target language (TL) beyond higher education. To address this gap, this article examines the co-construction of US collegiate LLs’ multilingual–professional identities and trajectories in career advising appointments where language is cast as a measurable, marketable skill on resumes and job postings. Data include six audio-recorded, transcribed career advising appointments and 20-minute post-advising interviews with collegiate LLs of three non-English TLs. Through the theoretical lens of figured worlds, the thematic and narrative analyses jointly demonstrate how resumes and job postings function as cognitive tools that prompt LLs to develop stances toward their willingness and preparedness to use the TL in professional settings. Such stances are associated with various manifestations of linguistic insecurity when language is presented as a technical skill on those artifacts. Yet, the analysis shows how LLs work with career advisors to narratively position themselves in relation to “objective” proficiency descriptors and the ideological bi–monolingual in positions of employment and along professional trajectories. Implications for strengthening LLs’ capacity to translate classroom language learning to participation in personally relevant multilingual communities are discussed.

中文翻译：

简历和职位发布作为认知工具，用于叙述英语学习者的多语言——职业身份和职业咨询预约中的轨迹

在围绕语言学习者 (LL) 高等教育以外的目标语言 (TL) 持续参与的对话中，关于语言学习者 (LL) 多语言与专业发展之间关系的实证研究仍然很少。为了解决这一差距，本文研究了美国大学法学硕士在职业咨询中的多语言职业身份和轨迹的共同构建，其中语言在简历和职位发布中被视为可衡量的、可销售的技能。数据包括六份录音的、转录的职业咨询预约以及对三名非英语 TL 的大学 LL 进行的 20 分钟的咨询后采访。通过图形世界的理论镜头，主题分析和叙述性分析共同证明了简历和职位发布如何作为认知工具，促使法学硕士明确自己在专业环境中使用 TL 的意愿和准备情况。当语言被呈现为这些人工制品的技术技能时，这种立场与语言不安全感的各种表现有关。然而，分析显示了法学硕士如何与职业顾问合作，根据“客观”能力描述和意识形态双语在就业职位和职业轨迹上对自己进行叙述性定位。讨论了加强法学硕士将课堂语言学习转化为参与个人相关多语言社区的能力的影响。

更新日期：2023-06-06

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