Identity, language learning, and social change

Norton, Bonny; Toohey, Kelleen

doi:10.1017/s0261444811000309

Cited by 734 publications

(601 citation statements)

References 171 publications

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“…Language learners are said to feel more affiliated with the L2 if decent place is left for the use of their own mother tongue in the classroom. Learning a new language is complexly interwoven with constructing a new identity (Norton & Toohey, 2011). This point is also defended in discussions of acculturation models of L2 acquisition.…”

Section: Theoretical Arguments In Defense Of First Language Use In Lamentioning

confidence: 98%

Promises and Obstacles of L1 Use in Language Classrooms: A State-of-the-Art Review

Ghobadi¹,

Ghasemi²

2015

ELT

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Translation and language teaching techniques which take language learners' first language (L1) as point of reference for teaching the second language (L2) have been long discouraged on the ground that these teaching techniques would end in the fossilization of L2 structure forms in the learner's Interlanguage system. However, in recent years, the status of L1 use in L2 teaching and learning has revived as a result of the recognition that L1 can serve purposes in L2 teaching and learning (Hunt, 2012). In the last two decades, strong theoretical arguments have been posed for L1 use in language classrooms. Most of these arguments are based on the ground that L1 use can facilitate the processes of both L2 teaching and acquisition. Abundant research has been done in recent years to validate these theoretical arguments. The current paper would give a review of this research, with reference to three L1-based techniques for language teaching and learning that have appealed most to L2 researchers (i.e., translation, code switching, and L1 glossing). The conclusion drawn from this research is that language learners can benefit L1 use and L1-based techniques in their L2 acquisition. Further, along with the theoretical arguments and empirical evidence in defense of L1 use in language classrooms, L2 learners and teachers have begun to express more positive attitudes towards L1 use, and related techniques, in their own classrooms. Yet, there remain some challenges and obstacles for L1 use in language use. Suggestions are made as to how to address these challenges so that L2 pedagogy and use would benefit most from L1 use in language classrooms.

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Section: Theoretical Arguments In Defense Of First Language Use In Lamentioning

confidence: 98%

Promises and Obstacles of L1 Use in Language Classrooms: A State-of-the-Art Review

Ghobadi¹,

Ghasemi²

2015

ELT

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“…Norton (2000), Norton & Toohey (2011), Ros i Solé (2004, Fenoulhet (2011) andTsui (2007), among many others, have addressed the topic of social identifications in L2 learning. For instance, Block (2007) reviews the empirical research on the impact of language teaching and learning on learners'…”

Section: Identification With a Transnational Communitymentioning

confidence: 99%

A curriculum for action in the community and intercultural citizenship in higher education

Porto

Byram

2015

Language, Culture and Curriculum

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(2015) 'A curriculum for action in the community and intercultural citizenship in higher education.', Language, culture and curriculum., 28 (3). pp. 226-242. Further information on publisher's website: Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThe purpose of the project described here is to demonstrate how the introduction of subject matter and principles from citizenship education into foreign language education combines objectives from both in order to give meaning to language education on the one hand and extend citizenship education beyond a focus on the local and the national on the other. In doing so the educational aims of foreign language teaching -as well as its instrumental purposes -can be met and the scope of citizenship education is extended to include intercultural citizenship. The project was located in Higher Education in Argentina, where 76 students were learning English, and in Britain, where 23 students were learning Spanish. It focused on human rights violations during the football World Cup that took place in Argentina in 1978 during a period of military dictatorship and it was carried out in 2013 during a fourth-month period. Data were collected then and comprise documentary data (posters, powerpoints, videos, etc.) and conversational data (online communication between the Argentinian and British students using Skype). This article describes the processes of the project and the ways in which students reacted, particularly the Argentinian students who felt personally involved, and demonstrates how the combination of language and citizenship education, when given the additional viewpoint of an insider and outsider perspective, leads to significant developments in learners' lives: an identification with a transnational group and perspective, and a willingness to become directly and critically involved in action in the community.

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“…However, it is noticeable that as they progressed through the ba program, they found a place where they could see themselves develop as professionals in the future. Norton and Toohey (2011) in their post-structuralist view, define identity as "fluid, context-dependent, and context-producing, in particular historical and cultural circumstances" (p. 419). Identity can be defined as individuals' "concepts" or "images" of themselves.…”

Section: Transnationals Becoming Professionalsmentioning

confidence: 99%

Critical Incidents of Transnational Student-Teachers in Central Mexico

Serna-Gutiérrez

Mora-Pablo

2018

Profile: Issues Teach. Prof. Dev.

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This study is an exploration of the life-changing decisions and changes which the participants underwent, and which led them to pursue an education in English language teaching (or languages). The foremost objective of this study was to highlight the critical incidents from the past, present, and teaching practice of transnational students in a ba in tesol program who are also English teachers in central Mexico. Through a narrative analysis, critical incidents in the lives of transnational student/teachers were identified. The findings of this research showed how the participants could explore their identity formation process through the critical incidents.Key words: Critical incidents, in-service teachers, identity, narratives, transnational.Este estudio marca, por lo tanto, una exploración de las decisiones que tomaron los participantes y que cambiaron o influyeron en su decisión de continuar con una carrera en enseñanza del inglés (o de lenguas). El objetivo principal de este estudio fue resaltar los incidentes críticos por los que han pasado profesores de inglés transnacionales, en el pasado, presente y durante su práctica docente actual. A través de un análisis narrativo, se identificaron varios incidentes críticos en la vida de los maestros-estudiantes transnacionales. Los resultados de esta investigación mostraron cómo a partir de incidentes críticos, los participantes pudieron explorar su formación de identidad personal y profesional.

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Identity, language learning, and social change

Cited by 734 publications

References 171 publications

Promises and Obstacles of L1 Use in Language Classrooms: A State-of-the-Art Review

Promises and Obstacles of L1 Use in Language Classrooms: A State-of-the-Art Review

A curriculum for action in the community and intercultural citizenship in higher education

Critical Incidents of Transnational Student-Teachers in Central Mexico

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