Identities and Language Teaching in Classrooms

Dagenais, Diane

doi:10.1002/9781405198431.wbeal0520

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…11 Issue 2 (2019) 21 is reflected in recently published handbooks and special issues of journals on identity (e.g., Barkhuizen, 2017;De Costa & Norton, 2016;Preece, 2016;Varghese, Motha, Trent, Park, & Reeves, 2016). Another area of identity research that has recently seen significant growth is teacher identity (e.g., Barkhuizen, 2017;Cheung, Said, & Park, 2015;Clarke, 2008;Dagenais, 2012;De Costa & Norton, 2016;Ilieva & Ravindran, 2018;Kanno & Stuart, 2011;Menard-Warwick, 2013;Racelis & Matsuda, 2015;Sayer, 2012;Varghese, 2011;Varghese et al, 2016;Vitanova, 2018;Wernicke, 2018). Many of these studies have looked at how (non-)nativeness, nationality, and ethnicity have affected teacher identities and practices.…”

Section: Research On Identitymentioning

confidence: 99%

Professional Identity (Re)Construction of L2 Writing Scholars

Kim¹,

Saenkhum²

2019

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Little research has been conducted on the professional identities of L2 writing scholars despite the increasing number of researchers, teachers, and graduate students identifying themselves as L2 writing specialists. While the (re)construction of L2 writing scholars' professional identities have real consequences for their career, the challenges and opportunities resulting from their work, situated in several related disciplines, have neither been explicitly nor adequately discussed. Through an analytic autoethnography (Anderson, 2006), this study examines the cases of two L2 writing faculty as they (re)construct their professional identities within their institutions and broader academic communities. Using identity in practice as its theoretical framework, the study provides a rich, in-depth account of how the focal L2 writing scholars continue to negotiate and reconcile their professional identities among adjacent fields such as applied linguistics, TESOL, composition, and education. Results reveal that L2 writing scholars (re)construct their professional identities by negotiating their identity positions within their institutional and disciplinary contexts, by defining the boundaries of their professional identities through community membership, and by participating in multiple academic communities. Drawing on these results, the study considers how L2 writing scholars' professional identity (re)construction reflects the development of L2 writing as a field/profession. _______________ INTRODUCTIONSecond language (L2) writing is an academic field situated in related disciplines, including composition studies and applied linguistics (Matsuda, 1998(Matsuda, , 1999Silva & Leki, 2004). Over the past two decades, the field has gained legitimacy through the Journal of Second Language Writing (JSLW) founded in 1992 and its major conference, the Symposium on Second Language Writing (SSLW) established in 1998. As the field continues to grow, we are seeing an increasing number of researchers, teachers, and graduate students identify as L2 writing specialists. These scholars come from diverse graduate programs, including rhetoric and composition, applied linguistics, education, and TESOL, and work in various institutional settings such as English, linguistics, education, or intensive English programs. In addition, due to their various academic backgrounds, they naturally serve multiple roles within their institutions working with L2 related issues. These include teaching L2 writing, TESOL, and linguistics courses, offering faculty workshops on ESL student support, directing ESL writing programs as writing program administrators (WPAs), preparing pre-service K-12 teachers, and

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Section: Research On Identitymentioning

confidence: 99%

Professional Identity (Re)Construction of L2 Writing Scholars

Kim¹,

Saenkhum²

2019

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“…Plusieurs chercheurs, tels Block (2007), Dagenais (2012), Norton et Toohey (2011), et Ricento (2005, ont exploré les processus de construction identitaire et les aspects socioculturels de l'identité dans les domaines des langues secondes ou additionnelles. Moje et Luke (2009), quant à eux, ont écrit sur les processus de construction identitaire dans le domaine des pratiques de littératie.…”

Section: Problématiqueunclassified

Identité et multimodalité : le cas d’un élève plurilingue dans une école en milieu francophone minoritaire

Brisson

2018

rechercheslmm

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Notre étude de cas ethnographique s’est déroulée dans une classe de 6e année dans une école en milieu francophone minoritaire en Colombie-Britannique. Elle visait une meilleure compréhension de l’influence des littératies médiatiques multimodales sur le développement identitaire d’élèves plurilingues. Dans le présent article, nous présentons des données recueillies lors de la création et de la reconstruction d’un texte multimodal par Blastoise, un garçon parlant anglais, français et russe. Le plurilinguisme, les positionnements identitaires et la multimodalité servent de cadre théorique à cette recherche. L’analyse des résultats indique que cet élève fait une utilisation somme toute limitée des divers modes disponibles (ex. : mot écrit, son, image, vidéo) et montre également l’absence du russe, l’une des ressources du répertoire linguistique de l’élève. Par contre, l’utilisation que cet élève fait du français, de l’anglais et d’autres modes lui permet de se positionner en tant que bon élève et expert en jeux vidéo.

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“…An area of identity research that is gaining momentum is that of language teacher identity (e.g., Clarke 2008;Kanno & Stuart 2011;Varghese 2011;Sayer 2012;Dagenais 2012;Menard-Warwick 2013;Cheung, Said & Park 2015). Recently, Kumaravadivelu (2012) called for a rethinking of teacher identities in this globalized world.…”

Section: Teacher Identitiesmentioning

confidence: 99%

Research tasks on identity in language learning and teaching

Norton¹,

Costa²

2017

Lang. Teach.

128

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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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Identities and Language Teaching in Classrooms

Cited by 3 publications

References 12 publications

Professional Identity (Re)Construction of L2 Writing Scholars

Professional Identity (Re)Construction of L2 Writing Scholars

Identité et multimodalité : le cas d’un élève plurilingue dans une école en milieu francophone minoritaire

Research tasks on identity in language learning and teaching

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