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Identity and Language Learning
Identity and Language Learning draws on a longitudinal case study of immigrant women in Canada to develop new ideas about identity, investment, and imagined communities in the field of language learning and teaching. Bonny Norton demonstrates that a poststructuralist conception of identity as multiple, a site of struggle, and subject to change across time and place is highly productive for understanding language learning. Her sociological construct of investment is an important complement to psychological theories of motivation. The implications for language teaching and teacher education are profound. Now including a new, comprehensive Introduction as well as an Afterword by Claire Kramsch,...
Sociolinguistics and Language Education
This book, addressed to experienced and novice language educators, provides an up-to-date overview of sociolinguistics, reflecting changes in the global situation and the continuing evolution of the field and its relevance to language education around the world. Topics covered include nationalism and popular culture, style and identity, creole languages, critical language awareness, gender and ethnicity, multimodal literacies, classroom discourse, and ideologies and power. Whether considering the role of English as an international language or innovative initiatives in Indigenous language revitalization, in every context of the world sociolinguistic perspectives highlight the fluid and flexible use of language in communities and classrooms, and the importance of teacher practices that open up spaces of awareness and acceptance of --and access to--the widest possible communicative repertoire for students.
Building Barriers and Bridges: Interculturalism in the 21st Century
This volume was first published by Inter-Disciplinary Press in 2014. Building Barriers and Bridges: Interculturalism in the 21st Century is a compilation of perspectives on the theme of Interculturalism and Identity by nineteen authors from thirteen countries on four continents. It represents a broad panorama of views on pivotal issues of identity, trans-and intercultural concepts, and cross-cultural community building. Presented in three parts: Culture and Identity; Constructing and Deconstructing Barriers; and Experienced-based Transformations, Building Barriers and Bridges moves from formal definitions to strategies to success stories in daily life around our globe. The book encompasses a...
Shades of Decolonial Voices in Linguistics
This book argues that Linguistics, in common with other disciplines such as Anthropology and Sociology, has been shaped by colonization. It outlines how linguistic practices may be decolonized, and the challenges which such decolonization poses to linguists working in diverse areas of Linguistics. It concludes that decolonization in Linguistics is an ongoing process with no definite end point and cannot be completely successful until universities and societies are decolonized too. In keeping with the subject matter, the book prioritizes discussion, debate and the collaborative, creative production of knowledge over individual authorship. Further, it mingles the voices of established authors from a variety of disciplines with audience comment and dialogue to produce a challenging and inspiring text that represents an important step along the path it attempts to map out.
Identity and Pragmatic Language Use
ELF (English as a lingua franca) research counters the monocentric view of English based on norms of native speakers of English, and supports any usages reflecting sociopragmatic and pragmalinguistic reality of ELF communication. Such an approach empowers any speakers of English to contemplate their own varieties of English as legitimate, providing them greater options for positive self-identification. Based on qualitative and interpretive methodology, this book illustrates how Japanese L2 English users establish identities related to L2 English as part of their multiple identities, and how they explore new identity options through ELF. Moreover, the author demonstrates how power relations r...
Foreign Language Education in Multilingual Classrooms
This volume challenges traditional approaches to foreign language education and proposes to redefine them in our age of international migration and globalization. Foreign language classrooms are no longer populated by monolingual students, but increasingly by multilingual students with highly diverse language backgrounds. This necessitates a new understanding of foreign language learning and teaching. The volume brings together an international group of researchers of high caliber who specialize in third language acquisition, teaching English as an additional language, and multilingual education. In addition to topical overview articles on the multilingual policies pursued in Europe, Africa, North America, and Asia, as well as several contributions dealing with theoretical issues regarding multilingualism and plurilingualism, the volume also offers cutting edge case studies from multilingual acquisition research and foreign language classroom practice. Throughout the volume, multilingualism is interpreted as a valuable resource that can facilitate language education provided it is harnessed in appropriate conditions.
Alternative Approaches to Second Language Acquisition
This volume presents six alternative approaches to studying second language acquisition – 'alternative' in the sense that they contrast with and/or complement the cognitivism pervading the field. All six approaches – sociocultural, complexity theory, conversation-analytic, identity, language socialization, and sociocognitive – are described according to the same set of six headings, allowing for direct comparison across approaches. Each chapter is authored by leading advocates for the approach described: James Lantolf for the sociocultural approach; Diane Larsen-Freeman for the complexity theory approach; Gabriele Kasper and Johannes Wagner for the conversation-analytic approach; Bonny...
Identity and Culture Shaped by Foreign Language Learning: A Case of Iranian University Students
Scientific Study from the year 2015 in the subject Cultural Studies - Near Eastern Studies, , course: Language & Identity, language: English, abstract: As shifting identity and target cultural attachment act as important factors in the language learning process, this study aims to analyze the effects of learning English on the culture and identity change in Iranian EFL learners. To this end, fifty BA and fifty MA students majoring in TEFL participated in the study by answering the questionnaires. Also, twenty of them were interviewed along with ten EFL instructors. To control the factor of gender, all the participants were male. The data comes from two questionnaires and semi-structured interviews. The data was analyzed using SPSS. The interviews were analyzed based on content analysis procedures. The results of the study revealed that the younger the participants were the more they were interested in shifting their identities and attaching to the target culture. The results further indicated that MA students had more information about both their native and the target culture and they could manage their shifting identities better than the BA students.
The Handbook of Educational Linguistics
The Handbook of Educational Linguistics is a dynamic, scientifically grounded overview revealing the complexity of this growing field while remaining accessible for students, researchers, language educators, curriculum developers, and educational policy makers. A single volume overview of educational linguistics, written by leading specialists in its many relevant fields Takes into account the diverse theoretical foundations, core themes, major findings, and practical applications of educational linguistics Highlights the multidisciplinary reach of educational linguistics Reflects the complexity of this growing field, whilst remaining accessible to a wide audience
Identity and Language Learning
Under what conditions do language learners speak? How is a learner's changing identity related to the process of language learning? And what are the implications of learner identities for the English language teacher? This new edition of Bonny Norton's groundbreaking classic work draws on a longitudinal case study of immigrant women in Canada, suggesting that second language acquisition theory has not given sufficient attention to relations of power between language learners and target language speakers. This revised and updated new edition takes into account developments in sociocultural research in language learning, and addresses timely topics such as globalization and learner identity identity and digital learners identity and the language teacher identity and literacy Integrating research, theory, and classroom practice, this book will be of interest to students, teachers, and researchers in the fields of second language learning and teaching, TESOL, applied linguistics and language planning.
