The Discursive Co-construction of Knowledge, Identity, and Difference: An Ethnography of Communication in the High School Mainstream

Duff, Patricia A.

doi:10.1093/applin/23.3.289

Cited by 312 publications

(232 citation statements)

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“…A classroom-based study conducted by Duff (2002) in a multilingual secondary school in Canada serves to illustrate these theoretical issues. Duff found that the teacher's attempts to provide speaking rights for non-local students in the classroom had ambiguous results.…”

Section: Investment Motivation and Slamentioning

confidence: 99%

Identity, language learning, and social change

Norton¹,

Toohey²

2011

Lang. Teach.

677

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: Investment Motivation and Slamentioning

confidence: 99%

Identity, language learning, and social change

Norton¹,

Toohey²

2011

Lang. Teach.

677

466

View full text Add to dashboard Cite

show abstract

“…Creese 2002;Duff 2002) and contributed to an improved understanding of pedagogic practice (e.g. Walsh 2002Walsh , 2006bCarless 2004;Dufficy 2005;Hammond & Gibbons 2005;Lacorte 2005;Gibbons 2006;Richards 2006a;Pinter 2007;Sakui 2007).…”

Section: Approaches To Teachingmentioning

confidence: 99%

“…Though few accounts are as detailed as that of Duff (2002), the level of local contextualisation is generally high. Van Lier (1996) offers a particularly engaging and revealing account of a research project in Peru, shot through with a tension between the demands of research and a commitment to pedagogic action.…”

Section: Issues Of Quality In Published Workmentioning

confidence: 99%

Trends in qualitative research in language teaching since 2000

Richards

2009

Lang. Teach.

113

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This paper reviews developments in qualitative research in language teaching since the year 2000, focusing on its contributions to the field and identifying issues that emerge. Its aims are to identify those areas in language teaching where qualitative research has the greatest potential and indicate what needs to be done to further improve the quality of its contribution. The paper begins by highlighting current trends and debates in the general area of qualitative research and offering a working definition of the term. At its core is an overview of developments in the new millennium based on the analysis of papers published in 15 journals related to the field of language teaching and a more detailed description, drawn from a range of sources, of exemplary contributions during that period. Issues of quality are also considered, using illustrative cases to point to aspects of published research that deserve closer attention in future work, and key publications on qualitative research practice are reviewed.

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“…Take for example the allocation of turns at talk in a classroom, that has been investigated by Greyling (1987;cf. too Coulthard, 1985;Duff, 2002;Storch, 2004;Arthur & Martin, 2006) and others. Such is the inequality in this form of institutional talk that in conventional classrooms the teacher normally occupies two-thirds of this scarce resource, in initiating a typical exchange by eliciting information, and ending it by giving feedback to the learner's response.…”

Section: A System For Lingual Sharingmentioning

confidence: 98%