Identity in Language and Literacy Education

McKinney, Carolyn; Norton, Bonny

doi:10.1002/9780470694138.ch14

Cited by 46 publications

(30 citation statements)

References 37 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%

“…Drawing on anthropologists Holland et al's notion (1998: vi) that 'Identities -if they are alive, if they are being lived -are unfinished and in process', such researchers encourage teachers to regard students' identities as potential, and to experiment with activities that do not lock students into 'finalized identities'. Ascertaining what is both desirable and possible requires ongoing negotiations among teachers, administrators, and policy-makers, in the context of broader material conditions that can serve to constrain or enable the range of identity positions available to students (Mohan, Leung & Davison 2002;Tsui & Tollefson 2007;McKinney & Norton 2008;Lo Bianco, Orton & Gao 2009;Blackledge & Creese 2010). If language educators recognize that diverse classroom practices offer learners a range of positions from which to speak, listen, read, or write, it is important for educators to explore with students which identity positions offer the greatest opportunity for social engagement and interaction.…”

Section: Identity and Language Teachingmentioning

confidence: 99%

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Identity, language learning, and social change

Norton¹,

Toohey²

2011

Lang. Teach.

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739

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: Identity and Language Teachingmentioning

confidence: 99%

Identity, language learning, and social change

Norton¹,

Toohey²

2011

Lang. Teach.

Self Cite

739

466

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“…In raising the question Whose interests do such rules serve? I made the case that theories of communicative competence need to address not only what is appropriate, but what is desirable in the teaching of English internationally (McKinney & Norton, 2008). The research I have conducted over the last 20 years suggests that these concerns remain current in the field of English-language teaching, and that the debate has now been extended to include the effect of global technologies on teaching languages (Kress, 2003;Lam, 2000;Rassool, 1999;Snyder & Prinsloo, 2007;Warschauer, 2003).…”

Section: Implications For English-language Teachingmentioning

confidence: 99%

Identity, Literacy, and English-Language Teaching

Norton¹

2010

TESL

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“…In this research, students enter to Business English class to acquire necessary knowledge and skills specifically for the future use. Meanwhile, they might intend to rethink and restructure their prior concepts of what will be learnt (Mckinney & Norton, 2007). Therefore, a considerate and well-organized curriculum is crucial.…”

Section: Da Vid Publishing Dmentioning

confidence: 99%

Experiencing Business English in Community-Based Projects

Wuyungaowa¹

2015

SUET

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With more emphasis on the communicative and pragmatic function of Business English learning, the author discusses a case study of a Business English course based on projects conducted by the students in their community.This curriculum aims at students experiencing and implementing their knowledge of Business and English in the real business environments, engaging community in the process, and avoiding isolation and separation of business English teaching and learning from communities. The research lays more importance on the students' experiencing and participating process by providing them with a series of guidelines as reference and assessment, but meanwhile, the students have their freedom of choices and decision-making in many aspects. Integrative skills are practiced including linguistic skills, business-related skills, communicative skills, and technology-related skills. Specifically, the students are required to conduct a mini market research in their community. The topic of the research is negotiated, classified, and grouped in the entire class until each individual student belongs to a group. The project procedure and requirements are given to the students on weekly basis, including field of research, questionnaire, data collection and analysis, report, and the final group presentation. Based on their experience from the research, the students write down their reflections. Based on the observation of the instructor and students' feedback, the research found that students' expectations and teacher's roles varied in a number of aspects. A variety of knowledge and skills have been practiced. Problems have also been found in each step of the project.Keywords: Business English, experiential learning, community, project IntroductionThroughout the past decades, the concept of education has been transformed from teacher-centered teaching to learner-centered education, and from more controlled instructions to more flexible and innovative projects. Kilpatrick (1918) proposed project method that supported the idea of learning by living and the concept that life is the curriculum. Dewey (1997) has also discussed the critical need of learning-by-doing concept of learning, DA VID PUBLISHING D EXPERIENCING BUSINESS ENGLISH IN COMMUNITY-BASED PROJECTS 907In line with the requirements of syllabus in a great number of universities in China, Business English students are supposed to meet the requirements in language, business, and the related cultural and entrepreneur competence. With observations in a number of business English classes, people may trace the changes taking place generally in the optimistic direction. In some schools and classes, students are more involved in various tasks and projects assigned by their teachers. However, a gap is assumed to be filled between the projects that the students do in the classroom and the projects that they conduct in their community. In other words, it is essential for the students to connect their learning experience with their living environment.In foreign language teaching...

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Identity in Language and Literacy Education

Cited by 46 publications

References 37 publications

Identity, language learning, and social change

Identity, language learning, and social change

Identity, Literacy, and English-Language Teaching

Experiencing Business English in Community-Based Projects

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