Imagined Communities and Educational Possibilities: Introduction

Kanno, Yasuko; Norton, Bonny

doi:10.1207/s15327701jlie0204_1

Cited by 540 publications

(274 citation statements)

References 13 publications

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“…Kanno and Norton 2003). This membership includes using identity markers and approximating the behaviour of the imagined community.…”

Section: Imagined Communitiesmentioning

confidence: 99%

Translanguaging in kasi-taal: Rethinking old language boundaries for new language planning

Makalela

2014

Stellenbosch Papers in Linguistics Plus

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This paper examines discursive language practices among Black township natives who consider kasi-taal, a hybrid urban variety from major Black townships in Johannesburg, their home language. Firstly, an analysis of 20 dialogue samples that were collected from second-year university students from five townships reveals that traditional linguistic boundaries between indigenous African languages have been re-negotiated to express expanded views of the self. Secondly, the study shows that expansion of linguistic codes is enhanced by common substrate systems in the Nguni and Sotho languages, lexical borrowings, semantic shifts and morphological derivations from Afrikaans and English as source languages. Using a translanguaging framework, I argue that kasi-taal languaging practices challenge traditional conceptualisations of language and provide a window into future possibilities for merging African languages. Implications for future research based on the study's findings are highlighted at the end of the paper.

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“…Kanno and Norton 2003). This membership includes using identity markers and approximating the behaviour of the imagined community.…”

Section: Imagined Communitiesmentioning

confidence: 99%

Translanguaging in kasi-taal: Rethinking old language boundaries for new language planning

Makalela

2014

Stellenbosch Papers in Linguistics Plus

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“…Anderson (1991) coined the term "imagined communities" to explain how national identity can give one the sense of belonging with those they have yet to meet and are removed from in space and time. Kanno and Norton (2003) call for a broader understanding of community that includes others who are "not immediately tangible and accessible, with whom we connect through the power of the imagination" (p. 241).…”

Section: Imagined Communitiesmentioning

confidence: 99%

“…-Supporting the learners in the creation of an imagined community online through interactive blogging as suggested by the work of Kanno and Norton (2003), and -Helping students to collaborate in the development of technological skills necessary for meaningful interaction within the community.…”

Section: Objectivesmentioning

confidence: 99%

Creating Communities: The L2 Self and ICT in an EFL Classroom

Ferreira¹

2013

LEiA

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Developing communicative skills in English where it is a foreign language is a frustrating challenge for the L2 learner. Information and communication technologies (ICT) offer the possibility for L2 students to develop those skills collaboratively. The purpose of this article is to share the idea of building a student-centered community online where the students use the Internet as a creative space to develop their L2 identities. In this project, a first-year university class at a Japanese women's college used blogging as a space to develop and communicate their learning experience in English. A second class used video screen capture software to record a news report and then share their imagined L2 identities with the first class via the blog. By the end of term it was revealed that the learners' positive response to this project could be an instrumental approach to developing autonomous L2 communities beyond the classroom.The continuing significance of English as a common tongue for global communication is well documented (Kirkpatrick, 2007(Kirkpatrick, , 2011Ryan, 2006Ryan, , 2009Seidlhofer, 2004). Although the number of native speakers of English is declining, by 2050 half the world is expected to be using English to some extent (Graddol, 2003;Johnson, 2009). This prediction is due in large part to the continuing dominant role that English plays in the areas of science and technology, international / local business, and global communications. With the push towards globalization, the need for communicating in English has influenced many national educational policies to develop teaching methods to address that need.A pedagogical approach to teaching English to non-native speakers in an EFL (English as a Foreign Language) environment is challenging. Unlike the ESL (English as a Second Language) setting, the EFL environment outside the classroom does not easily reinforce nor support the development of the necessary language skills required for effective communication. Access to the target-language community is either not readily accessible or may be financially unattainable. The development of Web 2.0 technologies, along with growing access to the Internet, is bridging that gap. Preparation for communication via the Internet requires important pedagogical considerations. This project will show how the use of Information and communication technology (ICT) tools can be balanced with a theoretical framework that considers the following: imagined communities, the L2 self-motivational system, and ICT in education.

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“…Bilingual users and speakers and their cultural and linguistic identity have become the topic of debate in the last decade (e. g.: Kanno and Norton, 2003;Marchenkova, 2005Pavlenko, 2007, 2001a, 2001bRos i Solé, 2004;Vitanova, 2005, Xuemei 2007Hanauer 2010). Due to globalization notions as national and linguistic identity have been relativized partly because the concept of nation-state has disappeared (Bloemmaerts, 2006: 239).…”

Section: Introductionmentioning

confidence: 99%

"Fear and trembling" by Amélie Nothomb: Autobiography as a dialogue between imagined communities

Díaz

2013

Círculo De Lingüística Aplicada a La Comunicación

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The aim of this article is to explore the process undergone by the protagonist of Stupeur et Tremblement (Fear and trembling) by Amélie Nothomb. As this process is believed to be a dialogue between cultures, a Bakhtinian approach has been taken to illuminate its development towards a final understanding. In addition, the multiple sites of conflict and identity negotiation in the data are analyzed following Pavlenko's main aspects of identity negotiation (2001b). One of the peculiarities about Amèlie Nothomb is that she considers Japanese and French as two 'varieties' of her mother tongue, although all her novels are written in French.

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Imagined Communities and Educational Possibilities: Introduction

Cited by 540 publications

References 13 publications

Translanguaging in kasi-taal: Rethinking old language boundaries for new language planning

Translanguaging in kasi-taal: Rethinking old language boundaries for new language planning

Creating Communities: The L2 Self and ICT in an EFL Classroom

"Fear and trembling" by Amélie Nothomb: Autobiography as a dialogue between imagined communities

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