322:. It is best understood in the context of a shift in the field from a predominantly psycholinguistic approach to SLA to include a greater focus on sociological and cultural dimensions of language learning, or what has been called the âsocial turnâ in SLA. Thus while much research on language learning in the 1970s and 1980s was directed toward investigating the personalities, learning styles, and motivations of individual learners, contemporary researchers of identity are centrally concerned with the diverse social, historical, and cultural contexts in which language learning takes place, and how learners negotiate and sometimes resist the diverse positions those contexts offer them. 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.
400:
students to provide proper grammar, tone, punctuation, syntax, etc., but there is no way of sensing a student's individuality through that making it counterproductive (Davilia 163). This tends to be perpetuated in writing classes where their rubrics mostly consist of what is known as âwhite talkâ(Davila 158). While some students have grown up speaking and even writing this, there are many students who donât. Many students donât associate with this and are then being held to a standard they donât understand. According to
Bethany Davila â then, is a standard language variety that is associated with and defined by white people and that affords unearned racial privilege all while seeming like commonsense or a social normâ(Davila 155). Students who come from differing backgrounds are put at a disadvantage and struggle to write or even connect with the material being presented to them.
372:
primarily psychological construct, Investment is framed within a sociological framework and seeks to make a meaningful connection between a learnerâs desire and commitment to learn a language, and their complex identity. The construct of investment has sparked considerable interest and research in the field. Darvin and Norton's (2015) model of investment in language learning locates investment at the intersection of identity, capital, and ideology. 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.
342:
readers that we would not be who we are without language. Also, it shows his main idea about Black
English because it did not have the kind of significant personality they have today. Language, incontestably, reveals the speaker . Baldwin consistently stressed on how the way one uses language can show the person the speaker is. Which shows how important it is for a person to embrace their language for their personality to be seen positively by others. Baldwinâs stress on language and identity through his different ideas really helped to open a door in every reader's mind because it makes them think back and see how language helped to form their identity.
429:, launched in 2002, ensures that issues of identity and language learning will remain at the forefront of research on language education, applied linguistics, and SLA in the future. Issues of identity are seen to be relevant not only to language learners, but to language teachers, teacher educators, and researchers. There is an increasing interest in the ways in which advances in technology have impacted both language learner and teacher identity and the ways in which the forces of globalization are implicated in identity construction. Many established journals in the field welcome research on identity and language learning, including:
329:âs conceptualization of identity (Norton Peirce, 1995; Norton, 1997; Norton, 2000/2013) as foundational in language learning research. Her theorization highlights how learners participate in diverse learning contexts where they position themselves and are positioned in different ways. Drawing from poststructuralist Christine Weedon's (1987) notion of subjectivity and sociologist Pierre Bourdieu's (1991) power to impose reception, Norton demonstrated how learners construct and negotiate multiple identities through language, reframing relationships so that they may claim their position as legitimate speakers.
298:
each other. For this reason, every time language learners interact in the second language, whether in the oral or written mode, they are engaged in identity construction and negotiation. However, structural conditions and social contexts are not entirely determined. Through human agency, language learners who struggle to speak from one identity position may be able to reframe their relationship with their interlocutors and claim alternative, more powerful identities from which to speak, thereby enabling learning to take place.
351:
categories of race, gender, class and sexual orientation may impact the language learning process. Identity now features in most encyclopedias and handbooks of language learning and teaching, and work has extended to the broader field of applied linguistics to include identity and pragmatics, sociolinguistics, and discourse. In 2015, the theme of the
American Association of Applied Linguistics (AAAL) conference held in Toronto was identity, and the journal
383:(1991), was introduced to the language learning community by Norton (2001), who argued that in many language classrooms, the targeted community may be, to some extent, a reconstruction of past communities and historically constituted relationships, but also a community of the imagination, a desired community that offers possibilities for an enhanced range of identity options in the future. These innovative ideas, inspired also by
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authorial writer identity: performing intellectual work, specifically through elaboration and critical thinkingâ (71)(Gray-Rosendale 93). By learning to engage these identities, students are able to still practice academic writing, while still preserving their sense of self and searching for how their identities impact their writing.
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cultural beliefs, and more (Smith2). When students find their voices they are able to better critically analyze their own experiences (Smith 3). By doing this, students are able to exercise different parts of their writing identities and are learning different skills that will help them outside of the classroom as well.
391:(1991) and Wenger (1998), are more fully developed in Kanno and Norton (2003), and Pavlenko and Norton (2007), and have proved generative in diverse research sites. An imagined community assumes an imagined identity, and a learnerâs investment in the second language can be understood within this context.
337:
People often consider language and identity as some structured definitions from the dictionary that they just follow. Although there are structural definitions for the words "language" and "identity", some people have different perspectives on them. In the essays written by James
Baldwin, he was able
499:
The authors in this comprehensive collection examine the ways in which identities are negotiated in diverse multilingual settings. They analyze the discourses of education, autobiography, politics, and youth culture, demonstrating the ways in which languages may be sites of resistance, empowerment,
350:
Since Norton's conception of identity in the 1990s, it has become a central construct in language learning research foregrounded by scholars such as David Block, Aneta
Pavlenko, Kelleen Toohey, Margaret Early, Peter De Costa and Christina Higgins. A number of researchers have explored how Identity
297:
is a largely social practice, and this socialization is reliant on, and develops concurrently with ones understanding of personal relationships and position in the world, and those who understand a second language are influenced by both the language itself, and the interrelations of the language to
485:
In this second edition of a highly cited study of immigrant language learners, Norton draws on poststructuralist theory to argue for a conception of the learner identity as multiple, a site of struggle, and subject to change. She also develops the construct of âinvestmentâ to better understand the
355:
in the same year focused on issues of identity, with prominent scholars discussing the construct in relation to a number of topics. These included translanguaging (Angela Creese and Adrian
Blackledge), transnationalism and multilingualism (Patricia Duff), technology (Steven Thorne), and migration
513:
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. She draws on sociocultural and poststructural theory to better understand the classroom
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Martha K. Smith mentions how, when students utilize âtheir own life experiences, they seem able to find the voices to engage in critical self-analysisâ(Smith 3). This is why teachers have been able to create new assignments that allow students to self-reflect on their values, religious beliefs,
341:
In the essay, âIf Black isnât
English, Then Tell Me What Is?â 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. In his essay, he said that language is the most crucial key to identity. This statement helped to show
415:
by Laura Gray-Rosendale
Barbara Bird states how there are three different types of identities that students must develop, â1) autobiographical writer identity: generating personally meaningful, unique ideas, 2) discoursal identity: making clear claims and connecting evidence to claims, and 3)
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When it comes to writing, students often become more focused in following a rubric and that is when they lose their sense of self and identity in their writing. In college essays, students are asked to write about themselves while still following a specific rubric. Colleges still expect their
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in SLA. Norton argues that a learner may be a highly motivated language learner, but may nevertheless have little investment in the language practices of a given classroom or community, which may, for example, be racist, sexist, elitist, or homophobic. Thus, while motivation can be seen as a
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In this monograph, Block insightfully traces research interest in second language identities from the 1960s to the present. He draws on a wide range of social theories and brings a fresh analysis to studies of adult migrants, foreign language learners, and study-abroad students.
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to grasp a new meaning and new perspective of reading and writing because of the way these authors portray these words. We have come to a point where language somewhat links with identity. The two terms at times can go hand in hand like black and white or like a pea in a pod.
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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.
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There is now a wealth of research that explores the relationship between identity, language learning, and language teaching. Themes on identity include race, gender, class, sexual orientation, and disability. Further, the award-winning
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Gray-Rosendale, Laura. (1997). Everyday exigencies: Constructing student identity. In Penrod, Diane (Ed.), Miss Grundy doesn't teach here anymore: Popular culture and the composition classroom; Portsmouth, NH: Boynton/Cook (pp.
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Given, Michael; Jean A. Wagner; Leisa
Belleau; Martha Smith. (2007). 'Who, me?' Four pedagogical approaches to exploring student identity through composition, literature, and rhetoric.
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This type of change begins in the classroom. Students learn best from each other, which is why classroom discourse allows students to question their own identities and beliefs. In the text,
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McKay, S., & Wong, S. C. (1996). Multiple discourses, multiple identities: Investment and agency in second language learning among Chinese adolescent immigrant students.
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Cummins, J. (2006). Identity texts: The imaginative construction of self through multiliteracies pedagogy. In O. Garcia, T. Skutnabb-Kangas, & M. Torres-Guzman. (Eds.)
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Arkoudis, S. & Davison, C. (Eds.). (2008). Chinese students: Perspectives on their social, cognitive, and linguistic investment in English medium interaction. .
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Dagenais, D., Moore, D., Lamarre, S., Sabatier, C., & Armand, F. (2008). Linguistic landscape and language awareness. In E. Shohamy & D. Gorter (Eds.),
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Morgan, B. (2007). Poststructuralism and applied linguistics: Complementary approaches to identity and culture in ELT. In J. Cummins & C. Davison (Eds.),
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Davila, Bethany. (2017). Standard English and colorblindness in composition studies: Rhetorical constructions of racial and linguistic neutrality.
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Applied Linguistics, Critical Inquiry in Language Studies, Language Learning, Language and Education, Linguistics and Education, Modern Language Journal
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refers to the personal orientation to time, space, and society, and the manner in which it develops together with, and because of, speech development.
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Re-examining Constructions of Basic Writersâ Identities: Graduate Teaching, New Developments in the Contextual Model, and the Future of the Discipline
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Skilton-Sylvester, E. (2002). Should I stay or should I go? Investigating Cambodian womenâs participation and investment in adult ESL programs.
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Pavlenko, A., & Norton, B. (2007). Imagined communities, identity, and English language teaching. In J. Cummins & C. Davison (Eds.),
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Menard-Warwick, J.(2006). Both a fiction and an existential fact: Theorizing identity in second language acquisition and literacy studies.
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relationship between language learners and the target language. The second edition includes an insightful Afterword by Claire Kramsch.
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1374:(J. B. Thompson, Ed.; G. Raymond & M. Adamson, Trans.). Cambridge, England: Polity Press. (Original work published in 1982).
770:(J. B. Thompson, Ed.; G. Raymond & M. Adamson, Trans.). Cambridge, England: Polity Press. (Original work published in 1982)
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that language learners may aspire to join when they learn a new language. The term âimagined communityâ, originally coined by
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Accent, intelligibility, and identity in international teaching assistants and internationally-educated instructors.
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Carroll, S., Motha, S., & Price, J. (2008). Accessing imagined communities and reinscribing regimes of truth.
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Firth, A. & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research.
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Kendrick, M. & Jones, S. (2008). Girlsâ visual representations of literacy in a rural Ugandan community.
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Zuengler, J. & Miller, E. (2006). Cognitive and sociocultural perspectives: Two parallel SLA worlds?
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Urban schools and English language education in late modern China: A critical sociolinguistic ethnography
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that states a Knowledge (XXG) editor's personal feelings or presents an original argument about a topic.
1500:
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The relationship between identity and language learning is of interest to scholars in the fields of
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Kanno, Y., & Norton, B. (Eds.). (2003). Imagined communities and educational possibilities .
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Darvin, R., & Norton, B. (2015). Identity and a Model of Investment in Applied Linguistics.
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Haneda, M. (2005). Investing in foreign-language writing: A study of two multicultural learners.
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Global issues in language, education, and development: Perspectives from postcolonial countries
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Silberstein, S. (2003). Imagined communities and national fantasies in the O.J. Simpson case.
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Baldwin, James (March 1997). "If Black English Isn't a Language, Then Tell Me, What Is?".
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Baldwin, James (March 1997). "If Black English Isn't a Language, Then Tell Me, What Is?".
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Norton, B., & Gao, Y. (2008). Identity, investment, and Chinese learners of English.
1055:"Identity Issues among Post-secondary Nonnative Students in an English Speaking Country"
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Swain, M., & Deters, P. (2007). âNewâ mainstream SLA theory: Expanded and enriched.
897:"Identity Issues among Post-secondary Nonnative Students in an English Speaking Country"
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Block, D. (2007a). The rise of identity in SLA research, post Firth and Wagner (1997),
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Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners.
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Ricento, T. (2005). Considerations of identity in L2 learning. In E. Hinkel (Ed.),
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Multimodal pedagogies in diverse classrooms: Representation, rights, and resources.
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The TESOL Quarterly dialogues: Rethinking issues of language, culture, and power.
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English as a local language: Post-colonial identities and multilingual practices.
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Exploring Values in a Changing Society: A Writing Assignment for Freshman English
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English as a Second Language in the mainstream:: Teaching, learning and identity
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Problematizing identity: Everyday struggles in language, culture, and education.
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Learning English at school: Identity, social relations, and classroom practice
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Teaching and learning in a multilingual school: Choices, risks, and dilemmas.
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The English-vernacular divide: Postcolonial language politics and practice.
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GarciĂĄ, O., Skutnabb-Kangas, T., & Torres-GuzmĂĄn, M.E. (Eds.). (2006).
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Imagined communities: Reflections on the origin and spread of nationalism
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Sexual identities in English language education: Classroom conversations.
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2nd Edition. Los Angeles: California Association for Bilingual Education.
294:
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Identity and language learning: Gender, ethnicity and educational change
568:
Imagining multilingual schools: Languages in education and glocalization
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Imagining multilingual schools: Language in education and glocalization
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Negotiating identities: Education for empowerment in a diverse society.
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Norton, B. (1997). Language, identity, and the ownership of English.
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Cox, M., Jordan, J., Ortmeier-Hooper, C. & Schwartz, G.G. (2010).
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Grassroots literacy: Writing, identity, and voice in Central Africa.
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Language teacher identities: Co-constructing discourse and community
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Gender and sexuality in English language education: Focus on Poland
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Linguistic minorities and modernity: A sociolinguistic ethnography
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Language learning and teacher education: A sociocultural approach.
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Pittaway, D. (2004). Investment and second language acquisition.
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Representation: Cultural representations and signifying practices
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An extension of interest in identity and investment concerns the
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Language and education in Japan: Unequal access to bilingualism.
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Technology and social inclusion: Rethinking the digital divide.
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Multilingual literacies: Reading and writing different worlds.
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Multilingual living. Explorations of language and subjectivity
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56:
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1015:
Handbook of research on second language teaching and learning
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China and English: Globalisation and the dilemmas of identity
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PakuĆa, Ćukasz, Joanna Pawelczyk and Jane Sunderland (2015)
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Language in late modernity: Interaction in an urban school.
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Race, culture, and identities in second language education.
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Identity and language learning: Extending the conversation.
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personal reflection, personal essay, or argumentative essay
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Identity and Language Learning: Extending the Conversation
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Communities of practice: Learning, meaning, and identity.
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Language policy, culture, and identity in Asian contexts.
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Lo Bianco, J., Orton, J. & Yihong, G. (Eds.) (2009).
468:. Basingstoke, England and New York: Palgrave Macmillan.
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Communities of practice: Learning, meaning, and identity
1017:(pp. 895-911). Mahwah, NJ: Lawrence Erlbaum Associates.
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Audible difference: ESL and social identity in schools.
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Situated learning: Legitimate peripheral participation
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Mohan, B., Leung, C. & Davison, C. (Eds).(2002).
1409:. Harlow, England: Longman/Pearson Education Limited.
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Reclaiming the local in language policy and practice.
1301:(pp. 253-269). Routledge/Taylor & Francis Group.
659:
Gendered identities and immigrant language learning.
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Closely linked to identity is Norton's construct of
1414:
International handbook of English language teaching
1393:
Social identity, investment, and language learning.
950:
International handbook of English language teaching
650:Martin-Jones, M., & Jones, K. (Eds.). (2000).
547:Reinventing identities in second language writing.
494:Negotiation of identities in multilingual contexts
1165:Motivational strategies in the language classroom
703:Language and identity in a dual immersion school.
1193:. Clevedon, UK: Multilingual Matters, p. 51-68.
976:The social turn in second language acquisition.
561:Identity and the young English language learner
1421:Feminist practice and poststructuralist theory
852:Feminist practice and poststructuralist theory
815:Prinsloo, M. & Baynham, M. (Eds.) (2008).
715:Sharkey, J., & Johnson, K. (Eds). (2003).
685:Norton, B. & Pavlenko, A. (Eds.) (2004).
514:community as a site of identity negotiation.
8:
1463:Journal of Language, Identity, and Education
1379:Journal of Language, Identity, and Education
1325:Journal of Language, Identity, and Education
1204:Journal of Language, Identity, and Education
884:. Bristol: Multilingual Matters. p. 45.
801:Norton, B., & Toohey, K. (Eds). (2004).
427:Journal of Language, Identity, and Education
1299:Linguistic Landscape: Expanding the Scenery
1167:. Cambridge, UK:Cambridge University Press.
777:(2nd Edition). Harlow, UK: Pearson/Longman.
740:. Basingstoke, England: Palgrave Macmillan.
729:Tsui, A. & Tollefson, J. (Eds.) (2006)
50:Learn how and when to remove these messages
1336:See "Key Books" and "Other Relevant Books"
803:Critical pedagogies and language learning.
1070:
1059:Procedia - Social and Behavioral Sciences
912:
901:Procedia - Social and Behavioral Sciences
810:Global Englishes and transcultural flows.
647:Clevedon, England: Multilingual Matters.
271:Learn how and when to remove this message
253:Learn how and when to remove this message
158:Learn how and when to remove this message
103:Learn how and when to remove this message
1430:. Cambridge: Cambridge University Press.
1388:. Cambridge: Cambridge University Press.
1345:WPA: Writing Program Administration 40.2
622:Kubota, R. & Lin, A. (Eds.) (2009).
577:Mahwah, NJ: Lawrence Erlbaum Associates.
524:Blackledge, A. & Creese, A. (2010).
325:Many scholars cite educational theorist
1416:(pp. 669â680). New York: Springer.
872:
510:. Cleveland, UK: Multilingual Matters.
1230:Journal of Asian Pacific Communication
1178:Journal of Asian Pacific Communication
978:Edinburgh: Edinburgh University Press.
861:Cambridge: Cambridge University Press.
833:Cambridge: Cambridge University Press.
754:Pierre Bourdieu and literacy education
738:Critical reading in language education
840:. Clevedon, UK: Multilingual Matters.
805:New York: Cambridge University Press.
654:Amsterdam: John Benjamins Publishing.
570:. Clevedon, UK: Multilingual Matters.
542:. Clevedon, UK: Multilingual Matters.
7:
1449:Critical Inquiry in Language Studies
1286:Critical Inquiry in Language Studies
1269:Annual Review of Applied Linguistics
1243:Critical Inquiry in Language Studies
952:(pp. 1033-1052). New York: Springer.
819:. Philadelphia, USA: John Benjamins.
752:Albright, J. & Luke, A. (2007).
687:Gender and English language learners
612:Basingstoke, UK: Palgrave Macmillan.
591:(2nd edition). London, UK: Continuum
563:. Clevedon, UK: Multilingual Matters
353:Annual Review of Applied Linguistics
1384:Lave, J., & Wenger, E. (1991).
712:Clevedon, UK: Multilingual Matters.
705:Clevedon, UK: Multilingual Matters.
682:. New York & London: Routledge.
640:. Bristol, UK: Multilingual Matters
605:Clevedon, UK: Multilingual Matters.
584:Clevedon, UK: Multilingual Matters.
598:Bristol, UK: Multilingual Matters.
496:. Clevedon: Multilingual Matters.
130:tone or style may not reflect the
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1423:(2nd Edition). Oxford: Blackwell.
854:(2nd Edition). Oxford: Blackwell.
791:. London and New York: Routledge.
661:Bristol, UK: Multilingual Matters
31:This article has multiple issues.
482:Bristol: Multilingual Matters.
214:
174:
140:guide to writing better articles
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61:
20:
812:London and New York: Routledge.
798:London and New York: Routledge.
763:London and New York: Routledge.
756:. Mahwah, NJ: Lawrence Erlbaum.
726:London and New York: Routledge.
626:London and New York: Routledge.
490:Pavlenko, A. and Blackledge, A.
39:or discuss these issues on the
1143:10.1080/00064246.1997.11430831
1108:10.1080/00064246.1997.11430831
1053:Rahimian, Mehdi (2015-02-12).
895:Rahimian, Mehdi (2015-02-12).
580:Hawkins, M. R. (Ed.). (2004).
531:Canagarajah, S. (Ed.) (2004).
367:which complements theories of
185:may be very hard to understand
1:
1395:TESOL Quarterly, 29(1), 9-31.
1312:Canadian Journal of Education
796:Language and minority rights.
601:Hornberger, N. (Ed.) (2003).
454:. London/New York: Continuum
237:and help improve the section.
1352:Writing Instructor Beta 04.0
1072:10.1016/j.sbspro.2015.01.663
1030:, 91 (focus issue), 820-836.
914:10.1016/j.sbspro.2015.01.663
817:Literacies, global and local
733:Mahwah, NJ:Lawrence Erlbaum.
619:. Oxford: Oxford University.
535:Mahwah, NJ: Lawrence Erlbaum
1372:Language and symbolic power
1028:The Modern Language Journal
768:Language and symbolic power
657:Menard-Warwick, J. (2009).
308:second language acquisition
1531:
1391:Norton Peirce, B. (1995).
1367:(Rev. ed.). London: Verso.
1217:Harvard Educational Review
698:. London: British Council.
452:Second language identities
1484:Linguistics and Education
1256:Adult Education Quarterly
1002:Linguistics and Education
678:PĂ©rez-Milans, M. (2013).
867:Footnotes and references
617:The multilingual subject
528:. London, UK: Continuum.
1491:Modern Language Journal
989:Modern Language Journal
937:Modern Language Journal
843:Warschauer, M. (2003).
826:University of Manitoba.
773:Fairclough, N. (2001).
708:Ramanathan, V. (2005).
689:. Alexandria, VA: TESOL
603:Continua of biliteracy.
549:Urbana, IL: NCTE Press.
134:used on Knowledge (XXG)
1470:Language and Education
880:Norton, Bonny (2013).
808:Pennycook, A. (2007).
759:Blommaert, J. (2008).
719:Alexandria, VA: TESOL.
573:Goldstein, T. (2003).
138:See Knowledge (XXG)'s
83:by rewriting it in an
1370:Bourdieu, P. (1991).
1363:Anderson, B. (1991).
822:Rahimian, M. (2018).
780:Hall, S.(Ed.) (1997)
766:Bourdieu, P. (1991).
701:Potowski, K. (2007).
629:Lin, A. (Ed.)(2007).
1515:Language acquisition
1163:Dornyei, Z. (2001).
836:Rassool, N. (2007).
736:Wallace, C. (2003).
675:New York: Routledge.
615:Kramsch, C. (2010).
594:Higgins, C. (2009).
552:Cummins, J. (2001).
518:Other relevant books
395:Identity and writing
377:imagined communities
1442:Applied Linguistics
1426:Wenger, E. (1998).
1419:Weedon, C. (1997).
1405:Norton, B. (2000).
857:Wenger, E. (1998).
850:Weedon, C. (1997).
829:Rampton, B. (2006)
671:Nelson, C. (2009).
643:Miller, J. (2003).
587:Heller, M. (2007).
559:Day, E. M. (2002).
538:Clarke, M. (2008).
500:or discrimination.
320:applied linguistics
1456:2009-09-09 at the
974:Block, D. (2003).
789:Literacy and power
787:Janks, H. (2009).
784:Sage Publications.
775:Language and power
746:Broader literature
722:Stein, P. (2008).
608:Kanno, Y. (2008).
420:Towards the future
346:Contemporary ideas
312:language education
302:Early developments
85:encyclopedic style
72:is written like a
1477:Language Learning
1402:, 31(3), 409-429.
1314:, 31(3), 372-404.
1232:, 18(1), 109-120.
1219:, 66(3), 577-608.
1206:, 4 (4), 269-290.
1131:The Black Scholar
1096:The Black Scholar
965:, 35(2), 307-322.
847:Boston: MIT Press
633:Lawrence Erlbaum.
381:Benedict Anderson
285:language learning
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1065:: 305â312.
907:: 305â312.
1137:(1): 5â6.
1102:(1): 5â6.
504:Toohey, K.
476:Norton, B.
464:(2005/7).
369:motivation
365:investment
358:Ruth Wodak
287:research,
243:April 2023
227:" section
191:clarify it
148:April 2023
36:improve it
1358:147-159).
1180:, 18 (1).
1151:0006-4246
1116:0006-4246
1081:1877-0428
923:1877-0428
462:Burck, C.
448:Block, D.
443:Key books
385:Jean Lave
42:talk page
1509:Category
1454:Archived
1275:, 36-56.
506:(2000).
478:(2013).
450:(2007).
295:Language
289:identity
1381:, 2(4).
310:(SLA),
79:Please
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318:, and
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