Negotiation of identities in multilingual contexts
TL;DR: New theoretical approaches to the study of identity negotiation in multilingual contexts have been proposed by as discussed by the authors, including the making of an American, negotiation of identities at the turn of the 20th century, Aneta Pavlenko constructions of identity in political discourse in multi-ilingual Britain, Adrian Blackledge negotiating between bourge and racaille - Verlan as youth identity practice in suburban Paris, Meredith Doran (Pennsylvania State University) Black Deaf or Deaf Black? being Black and Deaf in Britain, Melissa James and Bencie Woll (City University
Abstract: New theoretical approaches to the study of negotiation of identities in multilingual contexts "The making of an American" - negotiation of identities at the turn of the 20th century, Aneta Pavlenko constructions of identity in political discourse in multilingual Britain, Adrian Blackledge negotiating between bourge and racaille - Verlan as youth identity practice in suburban Paris, Meredith Doran (Pennsylvania State University) Black Deaf or Deaf Black? being Black and Deaf in Britain, Melissa James and Bencie Woll (City University, London) mothers and mother tongue - perspectives on self-construction by mothers of Pakistani heritage, Jean Mills (University of Birmingham) the politics of identity, representation, and the discourses of self-identification, Frances Giampapa (University of Toronto) Alice doesn't live here anymore - foreign language learning and identity reconstruction, Celeste Kinginger (Pennsylvania State University) intersections of literacy and construction of social identities, Benedicta Egbo (University of Windsor) multilingual writers and the struggle for voice in academic discourse, Suresh Canagarajah (City University of New York) identity and language use - the politics of speaking ESL in schools, Jennifer Miller (University of Queensland) sending mixed messages - language minority education at a Japanese public elementary school, Yasuko Kanno (University of Washington)
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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.
Abstract: In this review article on identity, language learning, and social change, we 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. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of investment and imagined communities/imagined identities (Norton Peirce 1995; Norton 1997, 2000, 2001), showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners' identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We 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.
794 citations
Book•
01 Jan 2005TL;DR: In this paper, the authors present an integrated perspective of languages and emotions in the study of multilingualism, and discuss the role of emotions in framing the questions of the questions.
Abstract: List of tables Preface 1. Languages and emotions: what can a multilingual perspective contribute? 2. Emotions in the study of multilingualism: framing the questions 3. Vocal level: is the lady angry? 4. Semantic and conceptual levels: the bilingual mental lexicon 5. Discursive level: I feel zhalko tebia bednogo 6. Neurophysiological level: his coeur is where his feelings dwell 7. Social cognition: I no longer wanted to speak German 8. Emotions and multilingualism: an integrated perspective Appendices References Author index Subject index.
501 citations
01 Mar 2011
TL;DR: Atkinson as discussed by the authors proposed a sococultural approach to second language acquisition, which he called Sociocultural Theory, Second Language Acquisition, and Artificial L2 Development (SLA after the social turn).
Abstract: Introduction Dwight Atkinson Chapter 1: The Sociocultural Approach to Second Language Acquisition: Sociocultural Theory, Second Language Acquisition, and Artificial L2 Development James P. Lantolf Chapter 2: A Complexity Theory Approach to Second Language Development/ Acquisition Diane Larsen-Freeman Chapter 3: An Identity Approach to Second Language Acquisition Bonny Norton & Carolyn McKinney Chapter 4: Language Socialization Approaches to Second Language Acquisition: Social, Cultural, and Linguistic Development in Additional Languages Patricia A. Duff & Steven Talmy Chapter 5: A Conversation-analytic Approach to Second Language Acquisition Gabriele Kasper & Johannes Wagner Chapter 6: A Sociocognitive Approach to Second Language Acquisition: How Mind, Body, and World Work Together in Learning Additional Languages Dwight Atkinson Chapter 7: Discussion - SLA after the Social Turn: Where Cognitivism and its Alternatives Stand Lourdes Ortega
335 citations
TL;DR: The authors examine notions of educational risk in the context of literacy theories and research and examine the role of literacy in the development of individuals from non-conformist and non-literate communities.
Abstract: this chapter, we examine notions of educational risk in the context of literacy theories and research. Deficit notions about the cognitive potential of individuals from nondominant1 communities have persisted in social science inquiry, particularly where literacy is concerned. The intellectual trails of current conflicting ideas about literacy can be traced in part to theories about the role of literacy in society. For example, the great divide theories of literacy, sustained by a view of culture as social evolution and progress (Cole, 2005), attributed significant differences to the cognitive and cultural development of literate and nonliterate people and their communities (Goody, 1977, 1986, 1987; Goody & Watt, 1963; Havelock, 1963; Ong, 1982).2 This literacy thesis held that there were "categorical differences in cognition and language as consequences of literacy" (Reder & Davila, 2005, p. 171) differences marked by stark dualities used to characterize literate and nonliterate communities: writing versus orality, modern versus traditional, and educated versus uneducated, for example (Collins, 1995, p. 75). As Reder and Davila (2005) have noted, "literacy was presumed to have broad and ubiquitous consequences in such areas as: abstract versus context-dependent uses and genre of language; logical, critical, and scientific versus irrational modes of thought; analytical history versus myth; and so forth" (p. 171). These theories of literacy were challenged for their wideranging dichotomies that perpetuated the hierarchical differences between "types of societies, modes of thought, and uses of language" (p. 171) and reductive notions of culture and thought (Cole & Scribner, 1974, 1977).
334 citations
References
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01 Jan 1980
TL;DR: Bourdieu as mentioned in this paper develops a theory of practice which is simultaneously a critique of the methods and postures of social science and a general account of how human action should be understood.
Abstract: Outline of a Theory of Practice is recognized as a major theoretical text on the foundations of anthropology and sociology. Pierre Bourdieu, a distinguished French anthropologist, develops a theory of practice which is simultaneously a critique of the methods and postures of social science and a general account of how human action should be understood. With his central concept of the habitus, the principle which negotiates between objective structures and practices, Bourdieu is able to transcend the dichotomies which have shaped theoretical thinking about the social world. The author draws on his fieldwork in Kabylia (Algeria) to illustrate his theoretical propositions. With detailed study of matrimonial strategies and the role of rite and myth, he analyses the dialectical process of the 'incorporation of structures' and the objectification of habitus, whereby social formations tend to reproduce themselves. A rigorous consistent materialist approach lays the foundations for a theory of symbolic capital and, through analysis of the different modes of domination, a theory of symbolic power.
21,227 citations
14,683 citations
Book•
01 Jan 1991
TL;DR: In this article, the economy of language exchange and its relation to political power is discussed. But the authors focus on the production and reproduction of Legitimate language and do not address its application in the theory of political power.
Abstract: Preface Editor's Introduction General Introduction Part I The Economy of Linguistic Exchanges Introduction 1. The Production and Reproduction of Legitimate Language 2. Price Formation and the Anticipation of Profits Appendix: Did You Say 'Popular'? Part II The Social Institution of Symbolic Power Introduction 3. Authorized Language: The Social Conditions for the Effectiveness of Ritual Discourse 4. Rites of Institution 5. Description and Prescription: The Conditions of Possibility and the Limits of Political Effectiveness 6. Censorship and the Imposition of Form Part III Symbolic Power and the Political Field 7. On Symbolic Power 8. Political Representation: Elements for a Theory of the Political Field 9. Delegation and Political Fetishism 10. Identity and Representation: Elements for a Critical Reflection on the Idea of Region 11. Social Space and the Genesis of 'Classes' Note Index
9,970 citations
Book•
01 Jan 1972TL;DR: Pierre Bourdieu develops a theory of practice which is simultaneously a critique of the methods and postures of social science and a general account of how human action should be understood, able to transcend the dichotomies which have shaped theoretical thinking about the social world.
Abstract: Outline of a Theory of Practice is recognized as a major theoretical text on the foundations of anthropology and sociology. Pierre Bourdieu, a distinguished French anthropologist, develops a theory of practice which is simultaneously a critique of the methods and postures of social science and a general account of how human action should be understood. With his central concept of the habitus, the principle which negotiates between objective structures and practices, Bourdieu is able to transcend the dichotomies which have shaped theoretical thinking about the social world. The author draws on his fieldwork in Kabylia (Algeria) to illustrate his theoretical propositions. With detailed study of matrimonial strategies and the role of rite and myth, he analyses the dialectical process of the 'incorporation of structures' and the objectification of habitus, whereby social formations tend to reproduce themselves. A rigorous consistent materialist approach lays the foundations for a theory of symbolic capital and, through analysis of the different modes of domination, a theory of symbolic power.
6,423 citations
"Negotiation of identities in multil..." refers background or methods or result in this paper
...This approach is in agreement with Bourdieu’s (1977) view of “habitus” as ways of being, or dispositions, learned interactively through participation in practices most typical for members of a particular group or class....
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...For the purpose of this discussion, we will adopt a poststructuralist theoretical framework, predicated on Bourdieu’s (1991) view of language as a form of symbolic capital and Weedon’s (1987) view of language as a site of identity construction....
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...Woolard further makes the point that when a linguistic form such as Received Pronunciation is ideologically linked to a group or type of people, it is often misrecognized (Bourdieu, 1977, 1991) as being symbolically linked to speakers’ social, political, intellectual, or moral character....
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4,749 citations
"Negotiation of identities in multil..." refers background or methods in this paper
...While Davies and Harré (1990) see positioning as largely a conversational phenomenon, in the present collection we expand the meaning of positioning to all discursive practices which may position individuals in particular ways (e.g., language testing practices in Piller’s paper) or allow…...
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...Davies and Harré (1990) point out that once an individual has taken up particular subject positions as one’s own, he or she inevitably sees the world from the vantage point of these positions— which include but are not limited to race, ethnicity, gender, generation, sexual orientation, geopolitical…...
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...The process of misrecognition often contributes to the indexical linking of a language with character types and cultural traits. Gal and Irvine (1995) note that ideologies often identify linguistic varieties with “typical” persons and activities and account for the differentiation among them....
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...In analyzing how identities are shaped, produced, and negotiated, we adopt the analytical concept of “positioning” proposed by Davies and Harré (1990)....
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