A critical multimodal discourse analysis of drawings to ascertain identity and self-concept

Abstract

Nunan and Wong (2011) define a ‘good’ English language learner (ELL) as one with the ability to reflect on and articulate the processes underlying their own learning. Self-concept determines how young children react, think or feel in their interaction with others. Socially, children experience a sense of belonging when they engage with those who have similar habits, interests and culture, such as family and peer group contexts (Schaffer 2006). Nurturing and respectful relationships play a meaningful role in a child’s sense of belonging, and how they relate to and interact within their environment. These relationships also provide the foundation for children’s future learning and development. Tridinanti (2018) reveals that there is a significant positive relationship between the variables of self-confidence and learning achievement. That is, the higher the self-confidence, the higher the speaking achievement of English Foreign Language (EFL). Therefore, children learn and flourish in homes or institutions where close and dependable adults offer love, nurturance, security and responsive interactions.