MonographDOI
Identity and Language Learning: Extending the Conversation
Bonny Norton,Claire Kramsch +1 more
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In this paper, Kramsch et al. discuss the world of adult immigrant language learners and claim the right to speak in classrooms and communities in order to learn second language acquisition theory revisited.Abstract:
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 Kramschread more
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Same program, distinctive development: Exploring the biliteracy trajectories of two dual language schools
TL;DR: This paper explored the dual language contexts at each school before examining the second-through fifth-grade Spanish and English reading biliteracy trajectories using a mixed methods comparative case study, and found that only school of attendance and initial English oral language levels explained the variance in biliterability trajectories for students at these campuses.
Journal ArticleDOI
Let Me Hear Your Body Talk: Experiencing the Word for Additional Language Development
Abstract: This article describes a research project created to investigate the application of theatre devising strategies to create a heightened awareness of non-verbal language and embodied experience of words in second language acquisition (SLA) learning and teaching. This is in response to the tendency in SLA teaching to lack an understanding of the importance and the potential of the body’s involvement in the process. Four workshops in Basel, Switzerland were designed and facilitated with adults from distinct cultural and linguistic backgrounds as part of my doctoral research from February-March 2013. I use data generated by an ethnographic approach to fieldwork by analysing interviews, written responses in the project blog (both by the participants and my own), and observations of responses from participants during the workshops. I discuss the theatrical activities used for this purpose reflecting on the possible effects on participants’ linguistic ability and awareness of their physicality as part of an ongoing research process. I draw on Bourdieu’s notion of linguistic habitus and Merleau-Ponty’s notion of the ‘body experiencing the world’ to provide a theoretical framework for analysing the processes of these workshops. These frameworks also support the development of a theatre practice to support SLA that I am tentatively calling “experiencing the word”. I propose that this approach better provides the pragmatic and social conditions, re-created and rehearsed through drama, needed in learning an additional language. This can be done by turning attention to language learning as an embodied experience.
Language, education, and settlement: a sociolinguistic ethnography on, with and for Africans in Australia
TL;DR: In this article, the authors present a statement of candidate, acknowledgements, and a list of tables, figures, acronyms, and transcription conventions of candidates.
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Book
Communities of Practice: Learning, Meaning, and Identity
TL;DR: Identity in practice, modes of belonging, participation and non-participation, and learning communities: a guide to understanding identity in practice.
Location of Culture
TL;DR: The postcolonial and the post-modern: The question of agency as discussed by the authors, the question of how newness enters the world: Postmodern space, postcolonial times and the trials of cultural translation, 12.
Book
Reproduction in education, society and culture
TL;DR: The Second Edition of Bourdieu's Theory of Symbolic VIOLENCE as discussed by the authors is a collection of essays about the foundation of a theory of symbolic violence and its application in higher education.