Imagined communities: Reflections on the origin and spread of nationalism

Principles of Language Learning and Teaching

Fact and fiction in language learning researching identity and language learning the world of adult immigrant language learners Eva and Mai - old heads on young shoulders mothers, migration, and language learning second language acquisition theory revisited claiming the right to speak in classrooms & communities.

Identity and language learning : gender, ethnicity and educational change

人教版高中英语新课程教材中,语言运用（Using Language）是每个单元必不可少的部分,提供了围绕单元中心话题的听、说、读、写的综合性练习,是单元中心话题的延续和升华.如何设计Using Language部分的教学,使自己的教学模式既不落俗套,又能真正体现新课程标准所倡导的教学理念,正是广大一线英语教师一直努力探索的问题.

打磨Using Language,倡导新理念

https://waseda.repo.nii.ac.jp/?action=repository_action_common_download&item_id=12133&item_no=1&attribute_id=162&file_no=1

言語運用能力(Communicative Competence)

THE PHENOMENON OF MULTILINGUALISM is as old as humanity, but multilingualism has been catapulted to a new world order in the 21st century. Social relations, knowledge structures, and webs of power are experienced bymany people as highly mobile and interconnected—for good and for bad—as a result of broad sociopolitical events and global markets. As a consequence, today’s multilingualism is enmeshed in globalization, technologization, and mobility. Communication and meaning-making are often felt as deterritorialized, that is, lived as something “which does not belong to one locality but which organizes translocal trajectories and wider spaces” (Blommaert, 2010, p. 46), while language use and learning are seen as emergent, dynamic, unpredictable, open ended, and intersubjectively negotiated. In this context, increasingly numerous and more diverse populations of adults and youth become multilingual and transcultural later in life, either by elective choice or by forced circumstances, or for a mixture of reasons. They must learn to negotiate complex demands and opportunities for varied, emergent competencies across their languages. Understanding such learning requires the integrative consideration of learners’ mental and neurobiological processing, remembering and categorizing patterns, and momentto-moment use of language in conjunction with a variety of socioemotional, sociocultural, sociopolitical, and ideological factors. The field of second language acquisition (SLA) seeks (a) to understand the processes by which school-aged children, adolescents, and adults learn and use, at any point in life, an additional language, including second, foreign,

A Transdisciplinary Framework for SLA in a Multilingual World

This article explores the complex interrelationships between language and culture, between teachers' sociocultural identities and teaching practices, and between their explicit discussions of culture and implicit modes of cultural transmission in their classes. A 6-month ethnographic study examined how teachers deal with institutional and curricular expectations regarding their teaching of (North American) culture in their EFL classrooms in a postsecondary institution in Japan. The study also explored the teachers' changing understandings of what constitutes culture and of how they viewed themselves in terms of their various social and cultural roles. Common themes included (a) the complexities and paradoxes associated with teachers' professional, social, political, and cultural identities and their (re)presentation of these in class; (b) their quest for interpersonal and intercultural connection in that EFL context; (c) their desire for educational (and personal) control in the face of contested cultural practices; and (d) disjunctures between teachers' implicit and explicit messages in relation to their cultural understandings and practices. We discuss these themes and make recommendations for teacher education purposes. We argue that the cultural underpinnings of language curricula and teaching must be examined further, particularly so in intercultural situations in which participants are negotiating their sociocultural identities as well as the curriculum.

The Negotiation of Teachers' Sociocultural Identities and Practices in Postsecondary EFL Classrooms.

TESOL Quarterly publishes brief commentaries on aspects of qualitative and quantitative research. For this issue, we asked two researchers to discuss narrative research in TESOL.

Narrative Research in TESOL: Narrative Inquiry: More Than Just Telling Stories

This article describes the ethnography of communication as a viable, context-and culture-sensitive method for conducting research on classroom discourse. I first provide an overview of the method and its role in applied linguistics research and then present a study of discourse in mainstream high school classes with a large proportion of students who speak English as a second language. Drawing on social constructivist views of language learning and socialization that recognize the role of participation in language-mediated activities in people's development as fully competent members of sociocultural groups, I examine the macro- and micro-level contexts of communication within one content-area course. I focus on the discourse and interactional features associated with teacher-led whole-class discussions, examining the sequential organization of talk, including turn-taking and other features of participation, and explicit and implicit references to cultural identity and difference. The paper reveals the contradictions and tensions in classroom discourse and in a teacher's attempts to foster respect for cultural identity and difference in a linguistically and socioculturally heterogeneous discourse community. I conclude with a poststructural commentary on the ethnography of communication.

The Discursive Co‐construction of Knowledge, Identity, and Difference: An Ethnography of Communication in the High School Mainstream

Case study research in applied linguistics is designed for students, both undergraduate and graduate, as well as other scholars seeking to understand case study methods and their application in research on language learners and language users in a variety of contexts.

https://repository.bbg.ac.id/bitstream/569/1/Case_Study_Research_in_Applied_Linguistics.pdf

Patricia A. Duff

Papers

A Transdisciplinary Framework for SLA in a Multilingual World

The Negotiation of Teachers' Sociocultural Identities and Practices in Postsecondary EFL Classrooms.

Narrative Research in TESOL: Narrative Inquiry: More Than Just Telling Stories

The Discursive Co‐construction of Knowledge, Identity, and Difference: An Ethnography of Communication in the High School Mainstream

Case Study Research in Applied Linguistics