A New Generation of Ideas
they felt expanded their capabilities and future functionings, especially in relation to travel and work. Interestingly, Jean, who was the member of the smallest minority group, expressed the opinion that while local majority languages were oppressive to his smaller language, learning English actually allowed him the important capability of sharing his culture and traditions with a larger, global audience. ECs, which number about 400 nationally and 120 within Dakar, displayed uniformities and shared repertoires that Wenger (1998) indicates as separating a CoP from other types of communities or groups. This research found that English learning was present in both formal and nonformal settings and that ECs engaged learners who were both in and outside of the formal system. Many EC meetings were conducted within the walls of formal schools (mostly high schools, private English schools, or tertiary institutions), although attendance was not limited to the students of those schools and generally brought in members from diverse areas of Dakar. Neighborhood-based clubs, generally comprised of residents of a specific geographic area, were particularly prevalent in poorer suburbs as a way of promoting unity and advocating for social change, and they met in spaces such as community centers or members’ homes. With the exception of one EC, I was always the only native speaker and Euro-American, indicating that contact with native speakers was not a motivation for participation. Also, clubs ran on minimal resources and fund-raised by selling membership cards, generally for FCFA 500 or $1, though this was never required for entry, and club members often made small contributions for parties, outings, or T-shirts. Meetings drew in fifteen to forty people and participants, whose ages ranged from fifteen to thirty, included high school and university students, school leavers, and both unemployed and employed individuals. Aside from neighborhood-based clubs, EC members traversed great distances and left their own urban neighborhoods to attend the particular ECs to which they belonged or enjoyed. Members usually found their club through word of mouth, friends and relatives, and Facebook pages. Learning Processes
ECs were identified as an important space for learning English, and in particular for improving oral skills. Many EC participants described how the informal settings of the clubs are conducive to a talk-friendly environment because fears of the teacher, of making mistakes, or of being mocked often | 87 |