Identity in Second Language Teaching and Learning

Morgan, Brian; Clarke, Matthew

doi:10.4324/9780203836507.ch49

Cited by 40 publications

(49 citation statements)

References 99 publications

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“…Indeed, over the past 15 years, there has been an explosion of interest in identity and language learning, and 'identity' now features in most encyclopedias and handbooks of language learning and teaching (Norton & Toohey 2002;Ricento 2005;McKinney & Norton 2008;Norton 2010;Morgan & Clarke 2011). In the broader field of applied linguistics, interest in identity has also gained considerable momentum.…”

Section: D E N T I T Y L a N G U A G E L E A R N I N G A N D S mentioning

confidence: 99%

“…This article, along with succeeding early publications (Norton 1997(Norton , 2000(Norton , 2001, drew on poststructuralist theories of language and identity to offer new perspectives on language learning and teaching, and introduced Norton's construct of INVESTMENT to the field. In reviews of the literature, many scholars cite Norton's work as pivotal in reframing debates on identity (Menard-Warwick 2005;Ricento 2005;Block 2007aBlock , 2007bSwain & Deters 2007;De Costa 2010a;Morgan & Clarke 2011) and it was in the context of such work, as Zuengler & Miller note (2006: 43), that identity was established as a research area 'in its own right'. Further, as Block (2007a: 864) notes, a poststructuralist approach to identity 'has become the approach of choice among those who seek to explore links between identity and L2 learning'.…”

Section: D E N T I T Y L a N G U A G E L E A R N I N G A N D S mentioning

confidence: 99%

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Identity, language learning, and social change

Norton¹,

Toohey²

2011

Lang. Teach.

802

466

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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 1997Norton , 2000Norton , 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.

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Section: D E N T I T Y L a N G U A G E L E A R N I N G A N D S mentioning

confidence: 99%

Section: D E N T I T Y L a N G U A G E L E A R N I N G A N D S mentioning

confidence: 99%

Identity, language learning, and social change

Norton¹,

Toohey²

2011

Lang. Teach.

802

466

View full text Add to dashboard Cite

show abstract

“…The researchers (Morgan & Clarke, 2011) believed that one more issue which is important in language teacher identity formation is the context. There are two contexts which the student-teachers do their activities: the teacher education program and the schools where they teach.…”

Section: Literature Reviewmentioning

confidence: 99%

Addressing Cultural Identity through Negotiation: Analysis of Student-teacher-authored Narratives

Rashidi

Meihami

2017

Journal of Teacher Education for Sustainability

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Teachersí cultural identity is among the forepart issues within the realm of teacher education studies. The research about teachersí identity has been done using teacherauthored narratives. That said, the purpose of this study was to investigate the role of negotiation in the student-teachersí cultural identity formation. To that end, three studentteachers (two males and one female student-teachers), majoring in English language teaching participated in this study. During four months, the student-teachers participated in a negotiation program on cultural identity. They were sent some academic papers to study, then, they participated in discussions about cultural variations and the ways to address them in classrooms. The student-teachers where asked to write their narratives. Then the narratives where analyzed based on the semantic expressions. The qualitative analysis of the student-teachersí narratives showed that their cultural identity changed during the negotiation period. By analyzing the student teacher-authored narratives, it appeared that they addressed cultural variations in different ways includingusing cultural varieties in teaching, identifying the gaps between cultural contexts, reconceptualization of cultural concepts, cultural transformation, new modes of using culture, internalization of cultural issues, and cultural awareness, each of which is discussed in the current study. It can be concluded from the obtained information that cultural identity is a dynamic one and open to change. The research bears some implications for teacher education policy makers to introduce sustainable teacher education program in general, and sustainable second language teacher education program in particular.

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“…At the same time, the forces of neoliberalism, which entail deregulated markets, heightened individualism, and the marketization of activities and institutions (Block, Gray & Holborow 2012;Duchêne & Heller 2012;Duchêne, Moyer & Roberts 2013), have had concomitant effects on the identities of language learners and teachers (Piller & Cho 2013;Block 2014;Chun 2016;Darvin 2016). Illustrative studies include Morgan & Clarke (2011), who examine how business ideologies have infiltrated language education, in which social actors are often described as 'stakeholders'; while Park & Lo (2012), in their examination of the relationship between multiple markets and neoliberalism, illustrate how multiple centering forces impact an interaction involving Korean students discursively positioned as cosmopolitans. An enhanced understanding of globalization and neoliberalism will help in the development of research tasks on identity and language education.…”

Section: Globalization and Neoliberalismmentioning

confidence: 99%

Research tasks on identity in language learning and teaching

Norton¹,

Costa²

2017

Lang. Teach.

134

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The growing interest in identity and language education over the past two decades, coupled with increased interest in digital technology and transnationalism, has resulted in a rich body of work that has informed language learning, teaching, and research. To keep abreast of these developments in identity research, the authors propose a series of research tasks arising from this changing landscape. To frame the discussion, they first examine how theories of identity have developed, and present a theoretical toolkit that might help scholars negotiate the fast evolving research area. In the second section, they present three broad and interrelated research questions relevant to identity in language learning and teaching, and describe nine research tasks that arise from the questions outlined. In the final section, they provide readers with a methodology toolkit to help carry out the research tasks discussed in the second section. By framing the nine proposed research tasks in relation to current theoretical and methodological developments, they provide a contemporary guide to research on identity in language learning and teaching. In doing so, the authors hope to contribute to a trajectory of vibrant and productive research in language education and applied linguistics.

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Identity in Second Language Teaching and Learning

Cited by 40 publications

References 99 publications

Identity, language learning, and social change

Identity, language learning, and social change

Addressing Cultural Identity through Negotiation: Analysis of Student-teacher-authored Narratives

Research tasks on identity in language learning and teaching

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