We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The archaeology of knowledge

Discourse in the Novel

Preface Introduction 1. Fact and fiction in language learning 2. Researching identity and language learning 3. The world of adult immigrant language learners 4. Eva and Mai: Old heads on young shoulders 5. Mothers, migration and language learning 6. Second language acquisition theory revisited 7. Claiming the right to speak in classrooms and communities Afterword by Claire Kramsch

Identity and Language Learning: Extending the Conversation

The Politics of Education: Culture, Power, and Liberation.

In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of investment and imagined communities/imagined identities (Norton Peirce 1995; Norton 1997, 2000, 2001), showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners' identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future.

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Identity, language learning, and social change

The central argument of the identity approach to second language acquisition (SLA)
is twofold: First, SLA theorists need a comprehensive theory of identity that integrates
the individual language learner and the larger social world; second, SLA theorists
need to address how relations of power in the social world affect learners’ access to
the target language community. In relation to the former, a fully developed theory
of identity highlights the multiple positions from which language learners can speak,
and how sometimes marginalized learners can appropriate more desirable identities
with respect to the target language community. In relation to the latter, identity
theorists are concerned about the ways in which opportunities to practice speaking,
reading, and writing, acknowledged as central to the SLA process (cf. Spolsky, 1989),
are socially structured in both formal and informal sites of language learning. Identity
theorists thus question the view that learners can be defined in binary terms as
motivated or unmotivated, introverted or extroverted, inhibited or uninhibited,
without considering that such affective factors are frequently socially constructed
in inequitable relations of power, changing over time and space, and possibly
coexisting in contradictory ways within a single individual.

An Identity Approach To Second Language Acquisition

The end of the twentieth and early years of the twenty-first century have witnessed a burgeoning interest in issues of learner identities in language and literacy education. This interest has been accompanied by a shift in the conception of identity which foregrounds the sociocultural rather than the psychological, and conceives of identity not as static and uni-dimensional but, following poststructuralist theorists, as dynamic, multiple, and a site of struggle (Hall, 1992a; Weedon, 1997; Norton, 2000). The foregrounding of identity in language and literacy education has led to a much more sophisticated understanding of language learners that locates them in the social, historical, political, and cultural contexts in which learning takes place and explores how learners negotiate and sometimes resist the diverse positions those contexts offer them. Significantly, we would argue that this understanding has opened up the way for pedagogies that are critical and that respond to different forms of diversity in unprecedented ways. In the context of addressing gender and English language learning, Norton and Pavlenko (2004: 509) argue that:

Identity in Language and Literacy Education

This article focuses on the role language plays in constructing youth identities that are in flux in desegregated suburban schools in South Africa. Interview and participant observation data were collected in three racially mixed schools in Johannesburg. My analysis of the data is set against a discussion of the problematic concept of race and of the historical classification of South African English according to ‘race’ as well as the position of English in South Africa at present. The article presents an analysis of the ways in which learners recognize and characterize the different kinds of English used around them, attaching prestige to varieties perceived as white. The tension between learners' valuing of what is perceived as white English and their labelling of black learners who ‘speak like a white person’ or who no longer speak African languages (either through lack of proficiency or choice) as ‘coconuts’ is explored. The article attempts to open up a debate on race and language use among youth in ...

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‘If I speak English, does it make me less black anyway?’‘Race’ and English in South African desegregated schools

Existing research on language in South African schooling frequently draws attention to the problematic hegemony of English and the lack of access to quality education in the home language of the majority of learners, often drawing on the metaphor of a gap or a disjuncture between post-apartheid language in education policy (LiEP) and its implementation. We argue that the notion of a ‘gap’ obscures the significant continuities between apartheid and post-apartheid LiEPs, as well as conceptions of what language is and what counts as linguistic competence and capital. Language ideologies and the discursive operation of power serve as an analytical framework to make sense of the continuities between apartheid and present language policies and classroom practices. We argue that without an understanding of the language ideologies informing both policy and practices, we will not be able to shift practices in South African classrooms so that learners' full multilingual repertoires can be legitimately used as resou...

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Linguistic ideologies in multilingual South African suburban schools

The data discussed in this paper is drawn from research conducted in a multilingual urban primary school in Johannesburg, South Africa, where the official language of instruction is English and the majority of learners are African language speakers, frequently with very limited English proficiency. The paper presents a case study of one child who uses her own multilingual resources in order to draw her peers into the routines and meaning-making processes of classroom life. It explores the extent to which this learner, despite being in year one of formal schooling, uses hybrid discursive practices to cross several boundaries: adult-child; teacher-learner; peer/friend-teacher; English-proficient-multilingual. It considers the opportunities for peer participation in classroom activities created through the case-study learner's hybridising of identity positions and examines the way in which this learner \"reads\" the classroom environment and positions herself in the classroom space. The paper argues that the case-study learner is using her bi\\multilingual resources to induct other learners into ways of doing and being at school, and as such to construct a classroom community.

Carolyn McKinney

Papers

An Identity Approach To Second Language Acquisition

Identity in Language and Literacy Education

‘If I speak English, does it make me less black anyway?’‘Race’ and English in South African desegregated schools

Linguistic ideologies in multilingual South African suburban schools

Hybrid discursive practices in a South African multilingual primary classroom