Identity, Literacy, and English-Language Teaching

Norton, Bonny

doi:10.18806/tesl.v28i1.1057

Cited by 78 publications

(55 citation statements)

References 45 publications

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“…Norton (2001, p. 164) suggests, "the notion of alignment becomes central because it is through alignment that learners do what they have to do to take part in a larger community". Norton (2010) further suggested that families, schools, communities, and the larger society might decide community practices. Similarly, Magid (2012) found the role of Chinese family on L2 learning motivations.…”

Section: Discussionmentioning

confidence: 99%

College Students’ Possible L2 Self Development in an EFL Context during the Transition Year

Zhan

Wan²

2015

ELT

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In the field of second language learning motivation, the studies on process-oriented nature of possible L2 selves are scarce. In order to address this research gap, this study explored how a group of five Chinese non-English-major undergraduates developed their possible L2 selves during the transition year from high school to university. The content analysis of 4 focus group interviews, 202 journal entries, and 50 post-diary interviews show that in the first academic year, the five participants experienced a four-stage cyclical process of developing their possible L2 selves, namely, (a) generating multiple possible L2 selves, (b) selecting a possible L2 self to pursue, (c) realizing the selected possible L2 self, and (d) incorporating the realized possible L2 self into the present self scheme. More specifically, the selected possible L2 self was realized through elaboration of relevant imagination and alignment with a larger community. The study has enriched our understanding of the mechanism of possible L2 self development and shed light on motivating undergraduates to learn English in an EFL context.

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Section: Discussionmentioning

confidence: 99%

College Students’ Possible L2 Self Development in an EFL Context during the Transition Year

Zhan

Wan²

2015

ELT

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“…Her involvement in the intercultural writing exchange confirmed her right and further motivated her to be committed to that right. When looking forward to the near future, she expressed her will to be a cross-cultural communicator in the context of globalization: In her "imagined community" (Norton, 2010), by addressing "the power of individual to shape a future life" and highlighting "hope and desire", Annie constructed her "imagine identity" (Norton, 2010) and captured a new cultural identity as an owner of an international restaurant. Under the concept of Wegner's power (1998), Annie was empowered by her possession of English knowledge and her practice-the legitimate engagement in the online intercultural writing exchange.…”

Section: "English Is My Credit Card"mentioning

confidence: 99%

The Third Space Identity Construction: A Narrative Inquiry into a Chinese College EFL Learner’s Experience of Online Intercultural Writing Exchange

Li¹

2018

JLAS

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Drawing on in-depth interviews with a Chinese EFL learner, this qualitative study explores her identity changes throughout her engagement in the third space-the online intercultural writing exchange. The findings show that her productive construction of the third space is marked by a transformation from a reticent student to an open thought sharer and her claim of a legitimate ownership of using English as a global language. A split is exposed between her newly acquired English rhetorical conventions and her deeply rooted perceptions in the Chinese context. It is suggested by the study that EFL learners be provided greater opportunities to explore language as both a linguistic system and a sociocultural practice where they can exercise their agency and expand the range of identities.

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“…It also gives learners a sense of ownership over meaning making (Norton 2010). The student groups comprising the sample in the study had to conclude their essays by means of a critical reflection on how their views of construction workers have changed as a result of the interviewing and writing of the third-person career narratives.…”

Section: Analysis Of Students' Critical Reflectionsmentioning

confidence: 99%

Cultivating the soft skills of future construction managers through restorying construction workers’ career narratives

Carstens

2016

TDSA

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Background: In the construction industry, there is an increased awareness of the importance of soft skills. However, no empirical studies have been conducted on the effectiveness of pedagogical strategies in higher education to improve the soft skills of future construction managers.Aim: The main aim of the research was to explore how undergraduate students of the construction sciences construe the identities of construction workers and whether their views have been changed through their retelling of and reflecting on the career stories of these workers. It was anticipated that the results would give an indication of whether the students’ ‘soft skills’ can be improved through curricular interventions.Setting: The research was situated in a module on academic and professional literacy for students of Construction Economics at a large residential university in Gauteng. The module serves as an adjunct to a core module in Building Science.Methods: Theoretically, the article is underpinned by Critical Multicultural Education, and methodologically, it is based on theories of narratives and storytelling. The primary instruments of data gathering were students’ narrative reconstructions of the career stories of construction workers that were gathered through personal interviews. The student narratives were analysed using the qualitative data analysis program AtlasTi.Results: Four themes emerged from the analysis of the narratives – personal characteristics, sponsors/enablers, challenges and agency – while the analysis of students’ critical reflections on their narratives pointed towards an understanding that career success is determined by diligence and work ethics, rather than circumstances.Conclusion: An important change that occurred in students’ perceptions about construction workers is a realisation that successful workers are driven by an internal locus of control and are not derailed by adverse circumstances. The changed attitudes go beyond tolerance and reduced stereotyping. It is recommended that in order to deliver well-rounded graduates to the construction industry, multiple opportunities should be created in the curricula for modules focused on the acquisition of ‘hard’ as well as ‘soft’ skills.

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Identity, Literacy, and English-Language Teaching

Abstract: In the field of English-language teaching, there has been increasing interest in how literacy development is influenced by institutional and community practice and how power is implicated in language-

Cited by 78 publications

References 45 publications

College Students’ Possible L2 Self Development in an EFL Context during the Transition Year

College Students’ Possible L2 Self Development in an EFL Context during the Transition Year

The Third Space Identity Construction: A Narrative Inquiry into a Chinese College EFL Learner’s Experience of Online Intercultural Writing Exchange

Cultivating the soft skills of future construction managers through restorying construction workers’ career narratives

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