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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 language 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.
Imagined Communities and Educational Possibilities focuses on three
main themes: imaged communities expand the range of possible
selves, technological advances in the last two decades have had a
significant impact on what is possible to imagine, and imagination
at even the most personal level is related to social ideologies and
hegemonies. The diverse studies in this issue demonstrate
convincingly that learners and teachers are capable of imagining
the world as different from prevailing realities. Moreover, time
and energy can be invested to strive for the realization of
alternative visions of the future. Research in this special issue
suggests that investment in such imagined communities offers
intriguing possibilities for social and educational change.
"Imagined Communities and Educational Possibilities" focuses on
three main themes: imaged communities expand the range of possible
selves, technological advances in the last two decades have had a
significant impact on what is possible to imagine, and imagination
at even the most personal level is related to social ideologies and
hegemonies. The diverse studies in this issue demonstrate
convincingly that learners and teachers are capable of imagining
the world as different from prevailing realities. Moreover, time
and energy can be invested to strive for the realization of
alternative visions of the future. Research in this special issue
suggests that investment in such imagined communities offers
intriguing possibilities for social and educational change.
Critical pedagogies are instructional approaches and materials that are aimed at transforming existing social relations in the interest of greater equity in schools and communities. Interest in this area is rapidly gaining momentum. This important new volume applies the critical pedagogical approach to the area of language learning, and in so doing, it addresses such topics as critical multiculturalism, gender and language learning, and popular culture. Committed to language education that contributes to social justice - and the political, economic, and sociocultural changes such justice requires - the contributors explore the meaning of creating equitable and critical instructional practices, exploring diverse representations of knowledge; they also make recommendations for further research in this area, and for critical testing practices and teacher education. Graduate students and researchers in TESOL, applied linguistics, and education will find this volume a thought-provoking and comprehensive presentation of theory and practice in this important new area of scholarship.
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 language 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.
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