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
Translingual Identity as Pedagogy: International Teaching Assistants of English in College Composition Classrooms
TL;DR: This paper examined the experiences of two English department ITAs in learning to teach College Composition classes at a public university in the United States, finding that ITAs adopted different orientations to their multilingualism to manage the challenges of teaching diverse groups of students, and were able to deploy various identities as pedagogy.
Book ChapterDOI
Willingness to Communicate
TL;DR: In a global society, English has become the international lingua franca and is regarded as a necessary language for being a member of the international community (Jenkins, 2007) as mentioned in this paper.
Journal ArticleDOI
Sociocultural Dynamics of ESL Learning (De)Motivation: An Activity Theory Analysis of Two Adult Korean Immigrants
TL;DR: The authors examined the longitudinal trajectories of two Korean ESL immigrants' L2 learning motivation from an Activity Theory perspective, and found that the dynamism in ESL learning (de)motivation can be coherently explained in a series of longitudinal activity-system models.
Journal ArticleDOI
Finding the connections between native-speakerism and authenticity
Robert J. Lowe,Richard Pinner +1 more
TL;DR: The authors extensively reviewed the literature on native-speakerism and authenticity and outlined where the connections between these two concepts, both practical and theoretical, may lie, and how these connections manifest in the ELT industry to influence the lives of non-native speaker teachers in terms of student perceptions, self-perceptions, and professional discrimination.
Journal ArticleDOI
Navigating between a Monolingual Utopia and Translingual Realities: Experiences of American Learners of Yorùbá as an Additional Language
TL;DR: This article examined the conditions of teaching and learning of indigenous languages spoken in once-colonized regions of the world as an additional language for English speakers, and examined how American students who participated in an eight-week Yoruba study abroad program in Nigeria navigated a rather conspicuous gap between a monolingual utopia promoted by the program and the complex translingual realities of everyday language use outside of the classroom.
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.