Introduction: Scales analysis, and its uses and prospects in educational linguistics

Canagarajah, Suresh; Costa, Peter I. De

doi:10.1016/j.linged.2015.09.001

Cited by 113 publications

(61 citation statements)

References 25 publications

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“…However, the material orientation would question the very notion of “context,” as features that are invisible and distant get entextualized, obviating the text/context binary. This realization has motivated alternative metaphors of layered, relative, and expansive “scales” (see Blommaert, van der Aa, & Spotti, ; Canagarajah & DeCosta, ) that trace and map the “becoming” of meaning.…”

Section: Implications For Studying Communicative Practicesmentioning

confidence: 99%

Materializing ‘Competence’: Perspectives From International STEM Scholars

Canagarajah

2018

The Modern Language Journal

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185

112

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Applied linguists have been exploring approaches to second language acquisition and competence that move beyond a prioritization of cognition and grammar that was derived from the foundational structuralist legacy in linguistics. Recently, for example, they have collaborated in putting together an integrated alternative model (Douglas Fir Group, 2016) to move theory and pedagogy forward. Shifting further yet toward the material locus and spatiotemporal conditioning of communication, this article reports on the communicative practices of international STEM (science, technology, engineering, and mathematics) scholars. Its data analysis uses a spatial orientation informed by schools such as new materialism, post‐humanism, and actor network theory, influenced largely by scholars in material and spatial sciences. The article calls for a fuller materialization, embodiment, and performativity in theorizing language competence than currently conceptualized in applied linguistics.

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Section: Implications For Studying Communicative Practicesmentioning

confidence: 99%

Materializing ‘Competence’: Perspectives From International STEM Scholars

Canagarajah

2018

The Modern Language Journal

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185

112

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“…Also of interest to identity theory is the construct of scales, which is an heuristic that takes into consideration the identities and practices of learners that evolve over time and space (De Costa & Canagarajah 2016;Maloney & De Costa 2017). We have both long understood the value of tracing how the personal histories of language learners impact investment in language learning.…”

Section: Scales and Translanguagingmentioning

confidence: 99%

“…Such longitudinal identity research is enhanced by a scalar approach, which includes both timescales and sociolinguistic scales. Canagarajah & De Costa (2016) treat scales as a shifting category of practice in order to interpret how identities emerge from the translanguaging (García & Li 2014) and metrolingual (Pennycook & Otsuji 2015) practices of people and institutions.…”

Section: Scales and Translanguagingmentioning

confidence: 99%

Research tasks on identity in language learning and teaching

Norton¹,

Costa²

2017

Lang. Teach.

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132

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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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“…The Douglas Fir Group's (2016) transdisciplinary perspective on learning and identity calls for the consideration of three dimensions of social activity-classroom interaction (micro), the school (meso), and society (macro). These more or less reflect my three contextual levels of story, or what I prefer to call scales of context (Blommaert, 2010;Canagarajah & De Costa, 2015).…”

Section: Short Story Analysismentioning

confidence: 99%

A Short Story Approach to Analyzing Teacher (Imagined) Identities Over Time

Barkhuizen

2016

TESOL Quarterly

173

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In this article the researcher reports on a longitudinal study which investigated the imagined identities of a preservice English teacher in New Zealand and compared these with the identities she negotiated in her teacher education and then teaching practice nearly nine years later. The teacher, an immigrant from the Pacific Island of Tonga, imagined herself working amongst members of her immigrant community but ended up teaching English at a privileged high school. The researcher used a short story analytical approach to analyze her narratives. Short stories are excerpts of data extracted from a larger set of data such as conversations, interviews, written narratives, and multimodal digital stories. In this case, short stories from a series of interviews were analyzed for both their content and the varying scales of context in which the short stories were constructed and interpreted. The analysis is informed theoretically by recent developments of the concept of investment (Darvin & Norton, 2015). The researcher includes reflexive personal commentary on his own positioning throughout the article, which concludes with suggestions for the use of short story analysis in teacher reflection and research.

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Introduction: Scales analysis, and its uses and prospects in educational linguistics

Cited by 113 publications

References 25 publications

Materializing ‘Competence’: Perspectives From International STEM Scholars

Materializing ‘Competence’: Perspectives From International STEM Scholars

Research tasks on identity in language learning and teaching

A Short Story Approach to Analyzing Teacher (Imagined) Identities Over Time

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