The book highlights the political and affective dynamics of classroom relationships and their unconscious as well as conscious dimensions and should be of interest to all researchers, students, and educators involved with minority language ...
Author: Elaine Mellen Day
Publisher: Multilingual Matters
This longitudinal, ethnographic case study examines the language socialization experiences of Hari, a Punjabi-speaking English language learner integrated in a mainstream kindergarten classroom in an urban area of British Columbia, Canada. The study uses sociocultural and critical/poststructural theoretical perspectives to explore the intimate connection between learning, identity and social membership in Hari's learning path. The book highlights the political and affective dynamics of classroom relationships and their unconscious as well as conscious dimensions and should be of interest to all researchers, students, and educators involved with minority language children in educational contexts.
Negotiating identities: Education for empowerment in a diverse society (2nd ed.).
Los Angeles: CABE. Day, E. M. (2002). Identity and the young English language
learner. Buffalo: Multilingual Matters Ltd. Dörnyei, Z. (2009). The L2 motivational
Author: (Mark) Feng Teng
This book discusses the importance of autonomy, agency, and identity in teaching and learning English as a foreign language, all of which are central themes in the educational domain. By linking theory with practice to appeal to researchers as well as classroom practitioners, it provides an overview of the theoretical constructs of autonomy, agency, and identity along with empirical studies that explore these constructs through life stories as told by English teachers and students. Key features include: • New ideas to inspire professionals involved in foreign language education. • Up-to-date information to showcase for English language educators how autonomy, agency, and identity can be conceptualized across various institutional, sociocultural, and political contexts.• A concise yet comprehensive review of the theoretical and practical issues characterizing English foreign language education today.
TESOL Quarterly 38.3 (special issue). Day, E. (2002). Identity and the Young
English Language Learner. Clevedon, UK: Multilingual Matters. De Costa, P. I. (
2007). The chasm widens: The trouble with personal identity in Singapore writing
Author: Bonny Norton
Publisher: Multilingual Matters
Identity and Language Learning draws on a longitudinal case study of immigrant women in Canada to develop new ideas about identity, investment, and imagined communities in the field of language learning and teaching. Bonny Norton demonstrates that a poststructuralist conception of identity as multiple, a site of struggle, and subject to change across time and place is highly productive for understanding language learning. Her sociological construct of investment is an important complement to psychological theories of motivation. The implications for teaching and teacher education are profound. Now including a new, comprehensive Introduction as well as an Afterword by Claire Kramsch, this second edition addresses the following central questions: Under what conditions do language learners speak, listen, read and write? How are relations of power implicated in the negotiation of identity? How can teachers address the investments and imagined identities of learners? The book integrates research, theory, and classroom practice, and is essential reading for students, teachers and researchers in the fields of language learning and teaching, TESOL, applied linguistics and literacy.
Day, E. (2002) Identity and the Young English Language Learner. Clevedon:
Multilingual Matters. De Fina, A. (2003) Identity in Narrative: A Study of Immigrant
Discourse. Amsterdam: John Benjamins. Denzin, N.K. (2001) Interpretive ...
Author: Masuko Miyahara
Publisher: Multilingual Matters
This book uses a narrative-oriented approach to shed light on the processes of identity construction among Japanese university students of English. It offers a unique perspective on the role of experience, emotions, social and environmental affordances in shaping their personal orientations to English and self-perceptions as English learner-users.
Identityand language learning:Gender, ethnicity, and educational change. ... This
bookpresents Norton'spioneering work on identity and language learning and
offers a good introduction to ... Identity and the young English language learner.
Author: S. Mercer
Offering a timely snapshot of current theory and research in the field of psychology in foreign language learning, this book is accessible to both specialists and non-specialists. Each chapter focuses on a different psychological construct and provides an overview of current thinking in the area drawing on insights from educational psychology.
in TESOL«, TESOL Quarterly 38, 3 (special issue). Day, E.M. (2002) Identity and
the Young English Language Learner, Clevedon: Multilingual Matters. Dornyei, Z
. (2001) Motivational Strategies in the Language Classroom, Cambridge: ...
Author: Michael Byram
The Routledge Encyclopedia of Language Teaching and Learning is an authoritative reference dealing with all aspects of this increasingly important field of study. Offering a comprehensive range of articles on contemporary language teaching and its history, it has been produced specifically for language teaching professionals and as a reference work for academic studies at postgraduate level. In this new edition, every single entry has been reviewed and updated with reference to new developments and publications. Coverage has been expanded to reflect new technological, global and academic developments, with particular attention to areas such as online and distance learning, teacher and learner cognition, testing, assessment and evaluation, global English and teacher education. Themes and disciplines covered include: Methods and materials, including new technologies and materials development Contexts and concepts, such as mediation, risk-taking in language learning and intercomprehension Influential figures from the early days of language teaching to the contemporary Related disciplines, such as psychology, anthropology and corpus linguistics? It covers the teaching of specific languages, including Japanese, Chinese, Arabic and African languages, as well as English, French, German and Spanish. There are thirty five overview articles dealing with issues such as communicative language teaching, early language learning, teacher education and syllabus and curriculum design. A further 160 entries focus on topics such as bilingualism, language laboratories and study abroad. Numerous shorter items examine language and cultural institutions, professional associations and acronyms. Multiple cross-references enable the user to browse from one entry to another, and there are suggestions for further reading. Written by an international team of specialists, the Routledge Encyclopedia of Language Teaching and Learning is an invaluable resource and reference manual for anyone with a professional or academic interest in the subject.
Coleman, J. (1998) 'Language learning and study abroad: the European
perspective', Frontiers: The Interdisciplinary Journal of Study Abroad, 9, 167–203.
... 32–52. Day, E. M. (2002) Identity and the Young English Language Learner.
Author: David Block
Publisher: Bloomsbury Publishing
Second Language Identities examines how identity is an issue in different second language learning contexts. It begins with a detailed presentation of what has become a popular approach to identity in the social sciences (including applied linguistics) today, one that is inspired in poststructuralist thought and is associated with the work of authors such as Anthony Giddens, Zygmunt Bauman, Chris Weedon, Judith Butler and Stuart Hall. It then examines how in early SLA research focussing on affective variables, identity was an issue, lurking in the wings but not coming to centre stage. Moving to the present, the book then examines in detail and critiques recent research focussing on identity in three distinct second language learning contexts. These contexts are: (1) adult migration, (2) foreign language classrooms and (3) study abroad programmes. The book concludes with suggestions for future research focussing on identity in second language learning.
Malden, MA: Blackwell. Davis, K. and Skilton-Sylvester, E. (Eds)(2004). Gender in
TESOL. TESOL Quarterly, 38(3), 377– 544. Day, E. (2002). Identity and the
Young English Language Learner. Clevedon: Multilingual Matters. Dervin, F. (
Author: Damian J. Rivers
Publisher: A&C Black
Within foreign language education contexts across the globe, inadequate attention has been paid to documenting the dynamics of identity development, negotiation and management. This book looks at these dynamics in specific relation to otherness, in addition to attitudinal and behavioural overtones created through use of the term 'foreign' (despite its position as an integral marker in language acquisition discourse). This book argues that individual identities are multidimensional constructs that gravitate around a hub of intricate social networks of multimodal intergroup interaction. The chapters pursue a collective desire to move the notion of identity away from theoretical abstraction and toward the lived experiences of foreign language teachers and students. While the identities entangled with these interactions owe a significant measure of their existence to the immediate social context, they can also be actively developed by their holders. The collection of chapters within this book demonstrate how foreign language education environments (traditional and non-traditional) are ideal locations for the development of a sophisticated repertoire of discursive strategies used in the formulation, navigation, expression and management of social identities and multiple selves.
Skillfully interweaving classroom voices and theoretical analysis, this innovative, cutting-edge book provides a practical framework of macrostrategies to guide English language teachers (of any sexual identification) in engaging with ...
Author: Cynthia D. Nelson
What pedagogic challenges and opportunities arise as gay, lesbian, and queer themes and perspectives become an increasingly visible part of English language classes within a variety of language learning contexts and levels? What sorts of teaching practices are needed in order to productively explore the sociosexual aspects of language, identity, culture, and communication? How can English language teachers promote language learning through the development of teaching approaches that do not presume an exclusively heterosexual world? Drawing on the experiences of over 100 language teachers and learners, and using a wide range of research and theory, especially queer education research, this innovative, cutting-edge book skillfully interweaves classroom voices and theoretical analysis to provide informed guidance and a practical framework of macrostrategies English language teachers (of any sexual identification) can use to engage with lesbian/gay themes in the classroom. In so doing, it illuminates broader questions about how to address social diversity, social inequity, and social inquiry in a classroom context.
In the last two sections, they review recent studies of young children's ESL
learning that have applied these theoretical perspectives. The studies reveal how
learners' identities, classroom practices, and learning resources interweave to
Author: Jim Cummins
Publisher: Springer Science & Business Media
This two volume handbook provides a comprehensive examination of policy, practice, research and theory related to English Language Teaching in international contexts. More than 70 chapters highlight the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second language acquisition and pedagogy. The Handbook provides a unique resource for policy makers, educational administrators, and researchers concerned with meeting the increasing demand for effective English language teaching. It offers a strongly socio-cultural view of language learning and teaching. It is comprehensive and global in perspective with a range of fresh new voices in English language teaching research.
The L2 Motivational Self System among Japanese, Chinese and Iranian
Learners of English: A Comparative Study. In Z. Dörnyei and E. Ushioda (eds),
Motivation, Language Identity and the L2 Self (pp. 66–97). Bristol, Buffalo and
Author: Sybille Heinzmann
Publisher: A&C Black
Taking three different perspectives, this book looks at primary school children's language learning motivation and language attitudes. In adopting a longitudinal perspective, the book fills a research gap and provides a macro-level analysis of motivational development over time. It reveals a surprising amount of stability in primary school children's motivational and attitudinal development. The comparative perspective looks at the learners' affective dispositions with regard to English (theorized as a 'global language') and French (theorized as a 'national language'). The comparisons between global language and national language are relevant across the world, especially in situations where instruction in languages other than English struggles to get attention. The results reveal sizeable differences between the two languages, with children being substantially more motivated to learn English than to learn French. Finally, the explanatory section identifies key antecedents of the learners' motivational and attitudinal dispositions - and thereby opens up paths for intervention relevant for those working in the field of language instruction.
This book is targeted at modern languages teachers of primary school children and focuses on curricula and syllabi, as well as on teaching materials and methodology.
Author: Marianne Nikolov
Publisher: Council of Europe
This book is targeted at modern languages teachers of primary school children and focuses on curricula and syllabi, as well as on teaching materials and methodology. The papers look into issues related to both pre- and in-service teacher education, innovative curriculum and syllabus design in tertiary education and lower primary schools, and how new ideas can be implemented at national and classroom levels. The first six papers focus on teacher education curricula and teacher development in pre-service and in-service programs, whereas the last four papers examine curricula, teaching materials and projects in primary schools.--Publisher's description.
Language Learning in the New Millennium Christina Higgins. Dawn Allen ... Her
research interests center on how young people, particularly English language
learners, are using new technologies to learn, create, and communicate. Her
Author: Christina Higgins
Publisher: Walter de Gruyter
The volume explores how new millennium globalization mediates language learning and identity construction. It seeks to theorize how global flows are creating new identity options for language learners, and to consider the implications for language learning, teaching and use. To frame the chapters theoretically, the volume asserts that new identities are developing because of the increasingly interconnected set of global scapes which impact language learners' lives. Part 1 focuses on language learners in (trans)national contexts, exploring their identity formation when they shuttle between cultures and when they create new communities of fellow transnationals. Part 2 examines how learners come to develop intercultural selves as a consequence of experiencing global contact zones when they sojourn to new contexts for study and work. Part 3 investigates how learners construct new identities in the mediascapes of popular culture and cyberspace, where they not only consume, but also produce new, globalized identities. Through case studies, narrative analysis, and ethnography, the volume examines identity construction among learners of English, French, Japanese, and Swahili in Canada, England, France, Hong Kong, Tanzania, and the United States.
The book focuses on all children's learning for cultural diversity. Practical advice, real examples and staff activities bring the book to life.
Author: Siraj-Blatchford, Iram
Publisher: McGraw-Hill Education (UK)
This book provides clear evidence and practical guidance on how to develop young children's emerging language, especially those children who have English as an additional language, and how to generate, activate and assess curriculum for diversity. The book focuses on all children's learning for cultural diversity. Practical advice, real examples and staff activities bring the book to life.
Identity. Sang Ah Sarah Jeon Introduction AsEnglish hasemerged as an
important medium for global communicationin the 21st century, this hascreated
anarray of new informal learning opportunitiesfor learnersof English as aforeign
Author: S. Rich
This volume comprises 11 research-led accounts from Teaching English to Young Learner (TEYL) educators working in a range of diverse settings worldwide. The innovative practical and theoretical perspectives offer some important insights into effective TEYL pedagogy for the 21st century.
Day , Elaine Mellen . Identity and the young English TC PE1128 . A2 J625 2002
language learner . Clevedon ; Buffalo : Multilingual Kottler , Ellen . Children with
limited English . 2nd ed . Matters , c2002 . Thousand Oaks , Calif . : Corwin Press
Author: GK Hall
Publisher: G. K. Hall
The "Bibliographic Guide to Education" lists recent publications cataloged during the past year by Teachers College, Columbia University, supplemented by publications in the field of education cataloged by The Research Libraries of The New York Public Library, selected on the basis of subject headings. Non-book materials, including theses, are included in this "Guide," with the exception of serials. All aspects and levels of education are represented in this "Guide," including such areas as: American elementary and secondary education, higher and adult education, early childhood education, history and philosophy of education, applied pedagogy, international and comparative education, educational administration, education of the culturally disadvantaged and physically handicapped, nursing education and education of minorities and women. Also well covered are the administrative reports of departments of education for various countries and for U.S. states and large cities. The Teachers College collection covers over 200 distinct educational systems. Works in all languages are included. The" Bibliographic Guide to Education" serves in part as an annual supplement to the "Dictionary Catalog of the Teachers College Library, Columbia University" (G.K. Hall & Co., 1970) and Supplements ("First Supplement," 1971; "Second Supplement," 1973; "Third Supplement," 1977).
COMPLIOATING LABELS AND ISSUES OF ADOLESCENT IDENTITY For all the
kinds of English language learners that we see in our classrooms, ... Young
students wrestle with the ways in which they define themselves and issues of
Author: Christina Ortmeier-Hooper
Publisher: Teachers College Press
“By respecting the intelligence of multilingual writers, this book helps teachers capitalize on the resources those students bring into the classroom. District secondary curriculum coordinators should make sure every teacher in every discipline has this book, and every university course about secondary teaching should require it.” —Randy Bomer, University of Texas at Austin This resource for secondary school ELA and ELL teachers brings together compelling insights into student experiences, current research, and strategies for building an inclusive writing curriculum.The ELL Writerexpands the current conversation on the literacy needs of adolescent English learners by focusing on their writing approaches, their texts, and their needs as student writers. Vivid portraits look at tangible moments within these students’ lives that depict not only the difficulties but also the possibilities that they bring with them into the classroom. The case studies are complemented by findings from current research studies by second-language writing specialists that will inform today’s classroom teachers. Book Features: Activities, writing prompts, and teaching tips to support ELL learning in mainstream classes. Personal stories and voices of ELL writers, along with examples of student writing. A focus on teacher responses, revision strategies, and assignment design. Clear connections between current research, student experiences, and the classroom. Christina Ortmeier-Hooperis an assistant professor of English at the University of New Hampshire.
Discourse on British identity or 'Britishness' 'Britishness' refers to the sense of
national identity of the British people. ... who succeeded in learning the English
language and in embracing British customs quickly became immersed in society.
Author: Nahid Afrose Kabir
Publisher: Edinburgh University Press
In Britain's highly politicised social climate in the aftermath of the 7/7 London bombings, this book provides an in-depth understanding of British Muslim identity. Nahid Kabir has carried out over 200 in-depth, semi-structured interviews with young Muslims in five British cities: London, Leicester, Bradford, Leeds and Cardiff. By emphasising the importance of biculturalism, Kabir conveys a realistic and hopeful vision for their successful integration into British society.
Vihman ( 1998 ) also presents evidence that the unmarked language choice for
her bilingual children when playing together was a mixture of English and
Estonian , which she argued was a reflection of their dual identity with the
Estonian and ...
Author: Eugene E. Garcia
It is well known that the number of non-English speakers is on the rise in the United States. What is less well known is that the largest proportion of this population is children under the age of 5. These young English language learners (ELLs) often demonstrate achievement gaps in basic math and reading skills when they start school. How best to educate this important and growing preschool population is a pressing concern for policymakers and practitioners. The chapters in this important book provide up-to-date syntheses of the research base for young ELLs on critical topics such as demographics, development of bilingualism, cognitive and neurological benefits of bilingualism, and family relationships, as well as classroom, assessment, and teacher-preparation practices. Each chapter reviews the research and answers the following questions: What does the research clearly indicate for policy and practice? How solid is this database and what findings are emerging? What should the research agenda be for young ELLs?