/Group << >> << Skilton-Sylvester, E. (2002). /Parent 2 0 R /F4 39 0 R /Contents [61 0 R 62 0 R] /Type /Group Multilingual living. Second Language Learning and Language Teaching. /ColorTransform 0 /K [63 0 R 64 0 R 65 0 R 66 0 R 67 0 R 68 0 R 69 0 R 70 0 R 274 0 R 73 0 R 15 0 obj << >> 261 0 R 262 0 R 263 0 R 264 0 R 265 0 R 266 0 R 267 0 R 268 0 R 269 0 R 270 0 R >> /Contents 35 0 R >> 6 [132 0 R 133 0 R 134 0 R 135 0 R 136 0 R 137 0 R 138 0 R 139 0 R 140 0 R 141 0 R] Learner Identity in Second Language Education The article reports on a small-scale classroom research study conducted at a university in Bangladesh. /Font << >> Second Language Learning and Language Teaching. /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] /Resources << /Contents 50 0 R Identity and a Model of Investment in Applied Linguistics. The second edition includes an insightful Afterword by Claire Kramsch. >> /F4 39 0 R /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] /BM /Normal %���� >> /Pages 2 0 R Issues of identity are seen to be relevant not only to language learners, but to language teachers, teacher educators, and researchers. /S /Transparency /StructParents 6 /MediaBox [0 0 595.32 841.92] >> 276 0 R 198 0 R 199 0 R 200 0 R 201 0 R 202 0 R 203 0 R 204 0 R 205 0 R 206 0 R Baldwin’s stress on language and identity through his different ideas really helped to open a door in every readers mind because it makes them now think back and see how language helped to form their identity. Pp. /Type /Page /G8 21 0 R /Tabs /S 130 0 R 131 0 R] 19 0 obj >> /BM /Normal >> /Parent 2 0 R /Contents 43 0 R /F4 39 0 R Clevedon: Multilingual Matters. /F4 39 0 R /CS /DeviceRGB endobj Further, identity theorists question the view that learners can be defined in binary terms as motivated or unmotivated, introverted or extroverted, without considering that such affective factors are frequently socially constructed in inequitable relations of power, changing across time and space, and possibly coexisting in contradictory ways within a single individual. /Type /StructTreeRoot /StructParents 8 /ca 1 /F2 37 0 R Cognitive and sociocultural perspectives: Two parallel SLA worlds? 21 0 obj /Resources << /F1 36 0 R /Contents 56 0 R /Textbox /Sect 271 0 R 272 0 R] /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] /F3 38 0 R Both a fiction and an existential fact: Theorizing identity in second language acquisition and literacy studies. (2004). >> [1] Recognizing language as a social practice, identity highlights how language constructs and is constructed by a variety of relationships. /Footnote /Note 2 0 obj In J. Cummins & C. Davison (Eds.). /Tabs /S Swain, M., & Deters, P. (2007). This paper. /Marked true 212 0 R 212 0 R 212 0 R 212 0 R 212 0 R 212 0 R 212 0 R 212 0 R 212 0 R 212 0 R >> 9 [176 0 R 177 0 R 178 0 R 179 0 R 180 0 R 181 0 R 182 0 R 183 0 R] Language, incontestably, reveals the speaker . These included translanguaging (Angela Creese and Adrian Blackledge), transnationalism and multilingualism (Patricia Duff), technology (Steven Thorne) and migration (Ruth Wodak). /F2 37 0 R 10 0 obj Ontario Institutefor Studies in Education. Social Identity, Investment, and. Haneda, M. (2005). >> 251 0 R 252 0 R 279 0 R 254 0 R 280 0 R 256 0 R 281 0 R 258 0 R 282 0 R 260 0 R Zuengler, J. Cummins, J. Learning English at school: Identity, social relations and classroom practice. /Type /Page /Chart /Sect >> (2003). >> identity from the social sciences to explore the relationship between identity and second language learning (Block, 2007). endobj endobj /LW 1 /Font << 165 0 R 166 0 R 167 0 R 168 0 R 169 0 R 170 0 R 171 0 R 172 0 R 173 0 R 174 0 R /ColorSpace /DeviceRGB Considerations of identity in L2 learning. . integration of learners’ identity of their own culture and target language culture. /S /Transparency 84 0 R 85 0 R 87 0 R 88 0 R 89 0 R 90 0 R 91 0 R 92 0 R 93 0 R 94 0 R /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] /G9 22 0 R /F4 39 0 R 106 0 R 107 0 R 108 0 R] << (Eds.). In recent years the role of identity in SLA has emerged in the literature as the linguistic community develops an understanding of the significance of identity in language learning (McKay & Wong, 1996). /Contents 46 0 R >> << << /CS /DeviceRGB Or teaching a second language? /Nums [0 [63 0 R 64 0 R 65 0 R 66 0 R 67 0 R 68 0 R 69 0 R 70 0 R 71 0 R 72 0 R Drawing on an exemplary ethnography of young English language learners, Toohey investigates the ways in which classroom practices are implicated in the range of identity options available to language learners. Cleveland, UK: Multilingual Matters. The construct of investment has sparked considerable interest and research in the field. 277 0 R 225 0 R 226 0 R 227 0 R 228 0 R 229 0 R 278 0 R 238 0 R 239 0 R 240 0 R 4 [109 0 R 110 0 R 111 0 R 112 0 R 113 0 R 114 0 R 115 0 R 116 0 R 117 0 R 118 0 R /Parent 2 0 R /StructParents 7 /F3 38 0 R 206 0 R 207 0 R 208 0 R 209 0 R 210 0 R 211 0 R 212 0 R 212 0 R 212 0 R 212 0 R Toohey, K. (2000). Identity and Second Language Learning: Culture, Inquiry, and Dialogic Activity in Educational Contexts (Contemporary Language Education) 74 0 R 75 0 R 76 0 R 77 0 R 78 0 R 79 0 R 80 0 R 81 0 R 82 0 R 83 0 R /Tabs /S In the essay, “If Black isn’t English, Then tell Me What Is?” by James Baldwin talked a lot about the way he saw language to be and the way he felt that both language and identity is linked. /Resources << (2000). Lo Bianco, J., Orton, J. >> [Introduction, Special Issue]. ‘New’ mainstream SLA theory: Expanded and enriched. Which shows how important it is for a person to embrace their language for their personality to be seen positively by others. Download Full PDF Package. (Eds.). Responding to conditions of mobility and fluidity that characterize the 21st century, the model highlights how learners are able to move across online and offline spaces, performing multiple identities while negotiating different forms of capital.[23]. /Type /Group 1 0 obj Miller, J. Imagined communities and educational possibilities [Special issue]. /Parent 2 0 R /Tabs /S /X7 23 0 R endobj She draws on sociocultural and poststructural theory to better understand the classroom community as a site of identity negotiation. /Contents 45 0 R (2007). 115 0 R 116 0 R 117 0 R 118 0 R 119 0 R 120 0 R 121 0 R 122 0 R 123 0 R 124 0 R [13] This statement helped to show readers that we would not be who we are without language. /Resources << /Resources << /StructTreeRoot 3 0 R (2006). >> His research employs ethnography and narrative inquiry to explore autonomy, metacognition, and community in relation to classroom, out-of-class, and self-access language learning.Xuesong (Andy) Gao is assistant professor at the Department of English, Hong Kong Institute of Education. (2013). Norton, B. 145 0 R 146 0 R 147 0 R 148 0 R 149 0 R 150 0 R 151 0 R 152 0 R 153 0 R 154 0 R /InlineShape /Sect /Contents 51 0 R /Font << In O. Garcia, T. Skutnabb-Kangas, & M. Torres-Guzman. /Footer /Sect << >> /Parent 2 0 R Kendrick, M. & Jones, S. (2008). /Type /Page /F6 41 0 R 152 0 R 153 0 R 154 0 R 155 0 R 156 0 R 157 0 R] /StructParents 4 >> Cox, M., Jordan, J., Ortmeier-Hooper, C. & Schwartz, G.G. He draws on a wide range of social theory, and brings a fresh analysis to studies of adult migrants, foreign language learners, and study-abroad students. /ProcSet [/PDF /Text /ImageB /ImageC /ImageI] /Font << /F4 39 0 R >> /F2 37 0 R /MediaBox [0 0 595.32 841.92] Norton, B., & Gao, Y. (2008). >> Mohan, B., Leung, C. & Davison, C. [24][25][26][27] An imagined community assumes an imagined identity, and a learner’s investment in the second language can be understood within this context. /Type /Group & Miller, E. (2006). Basingstoke, England and New York: Palgrave Macmillan. Accessing imagined communities and reinscribing regimes of truth. People go about seeing language and identity as some structured definitions from the dictionary that they just follow by. >> >> Although there are structural definitions for the words language and identity, some people have their different perspectives of them. /S /Transparency Second language acquisition has seen a shift toward sociocultural approaches over the past fifteen years (Block, 2007). >> >> Language learning involves the social identity of the learner as a member of groups, cultures, and societies. On discourse, communication, and (some) fundamental concepts in SLA research. A short summary of this paper. /Font << /Parent 2 0 R /F6 41 0 R This book presents a discursive and narrative analysis of speakers' own accounts of the challenges and advantages of living in several languages at individual, family and societal levels, which gives weight to ideas on hybridity and postmodern multiplicity. endobj (Eds).(2002). Investigating Cambodian women’s participation and investment in adult ESL programs. endobj /CS /DeviceRGB Published 2006 New York: Continuum, 2007.

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