Journal ArticleDOI
Multiple Discourses, Multiple Identities: Investment and Agency in Second-Language Learning among Chinese Adolescent Immigrant Students.
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McKee and Wong as mentioned in this paper argue for a revision of code-based and individual learner-based views of second-language learning based on a two-year qualitative study of adolescent Chinese-immigrant students conducted in California in the early 1990s, in which the authors and their research associates followed four Mandarin-speaking students through seventh and eighth grades, periodically interviewing them and assessing their English-language development.Abstract:
In this article, Sandra McKay and Sau-Ling Wong argue for a revision of code-based and individual learner-based views of second-language learning. Their position is based on a two-year qualitative study of adolescent Chinese-immigrant students conducted in California in the early 1990s, in which the authors and their research associates followed four Mandarin-speaking students through seventh and eighth grades, periodically interviewing them and assessing their English-language development. In discussing their findings, McKay and Wong establish a contextualist perspective that foregrounds interrelations of discourse and power in the learner's social environment. The authors identify mutually interacting multiple discourses to which the students were subjected, but of which they were also subjects, and trace the students' negotiations of dynamic, sometimes contradictory, multiple identities. Adopting B. N. Peirce's concept of investment, McKay and Wong relate these discourses and identities to the students...read more
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Identity and language learning : gender, ethnicity and educational change
TL;DR: 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 learner acquisition theory revisited claiming the right to speak in classrooms & communities as mentioned in this paper.
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Language, Identity, and the Ownership of English
TL;DR: The special-topic issue of the TESOL Quarterly on Language and Identity as discussed by the authors addressed the extent to which English belongs to White native speakers of standard English or to all the people who speak it, irrespective of linguistic and sociocultural history.
Journal ArticleDOI
Toward a Theory of Anti-Oppressive Education
TL;DR: The authors reviewed the developing literature on anti-oppressive education (i.e., education that works against various forms of oppression) by summarizing and critiquing the four primary approaches that educational researchers have taken in conceptualizing the nature of oppression and the curricula, pedagogies, and policies needed to bring about change.
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Identity, language learning, and social change
Bonny Norton,Kelleen Toohey +1 more
TL;DR: The authors 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, and 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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Negotiating Participation and Identity in Second Language Academic Communities.
TL;DR: This paper explored the academic discourse socialization experiences of L2 learners in a Canadian university and found that students faced a major challenge in negotiating competence, identities, and power relations, which was necessary for them to participate and be recognized as legitimate and competent members of their classroom communities.
References
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Journal ArticleDOI
Social Identity, Investment, and Language Learning*
TL;DR: The authors argue that second language acquisition (SLA) theorists have struggled to conceptualize the relationship between the language learner and the social world because they have not developed a comprehensive theory of social identity which integrates the language learners and the language learning context.
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What the good language learner can teach us
TL;DR: The authors suggested that teachers can already begin to help their less successful students improve their performance by paying more attention to learner strategies already seen as productive, and gave a list of several widely recognized good learners strategies.
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The Composing Processes of Advanced ESL Students: Six Case Studies
TL;DR: This article found that skilled ESL writers explore and clarify ideas and attend to language-related concerns primarily after their ideas have been delineated, suggesting the importance of instruction that gives students direct experiences with the composing process, that establishes a dynamic teaching/learning relationship between writers and their readers, and that enhances further linguistic development in the context of making and communicating meaning.
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The Comprehension Strategies of Second Language Readers
TL;DR: The authors used think-alouds to examine the comprehension strategies used by college-level students-both native speakers of English and nonnative speakers-enrolled in remedial reading classes as they read material from a college textbook.
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Writing expertise and second language proficiency
TL;DR: In this article, the second-language writing performance of 23 young adults on three composition tasks was assessed in relation to their writing expertise and second language proficiency, finding that writing expertise relates to: qualities of discourse organization and content in the compositions produced; attention to complex aspects of writing during decision making; problem-solving behaviors involving heuristic searches; and well-differentiated control strategies.