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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Journal ArticleDOI
A teacher-in-context: Negotiating professional identity in a job promotion examination
TL;DR: The authors conducted a qualitative study of 15 examinees, all of whom were in-service English teachers, with a view to discovering: (a) what interpretative repertoires the participants employ with regard to conceptualizations of the language teaching profession (affiliation) which, in turn, determine how they conceptualize themselves as language teacher practitioners with regards to their repertoires (attachment), and (b) how they express their agency through canonical self-presentations and responses to examiners' questions within the framework of their repertoire (autonomy).
Journal ArticleDOI
Reconstructing identities in Australia: Iraqi Muslim women's pursuit of cultural, social and economic capital
Seham Shwayli,Melissa Barnes +1 more
TL;DR: This article found that women were largely invested in studying English due to their previous success in learning English in Iraq and their awareness of the cultural capital that accompanies this achievement, revealing the tensions between language and identity construction as these women pursue acceptance and belonging in their new society while attempting not to devalue their Iraqi culture and Arabic language.
Journal ArticleDOI
Réponse à Wander Lowie : L’émergentisme, la recherche sur l’acquisition des langues et la didactique des langues étrangères
TL;DR: In this paper, a contribution se propose de situer the Complex Dynamic System Theory, which se reclame, au sein des ecoles et des theories qui organisent les recherches sur l’acquisition des langues.
Book ChapterDOI
English Language Policy as Ideology in Multilingual Khorog, Tajikistan
Brook Bolander,Brook Bolander +1 more
TL;DR: The authors explored English language policy as ideology in multilingual Khorog, Tajikistan, and found that English has steadily gained in importance in Khoreog since the late 1990s, and particularly as a result of efforts by the spiritual leader of the transnational Ismaili community, the Aga Khan IV, to promote English among his local followers.
Journal ArticleDOI
Visualizing the interplay of fear and desire in English Learner's imagined identities and communities
TL;DR: The authors explored how 46 Korean undergraduates marshal various non-arbitrary signs to depict their past/current and imagined English-speaker identities and communities mediated by desires and failures in their drawings and written narratives.
References
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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.