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This book examines how identities associated with cycling are
evoked, narrated and negotiated in a media context dominated by
digital environments. Arguing that the nature of identity is being
impacted by the changing nature of the material and semiotic
resources available for making meaning, the author introduces an
approach to exploring such identity positioning through the
interrelated frameworks of Systemic Functional Linguistics and
Multimodal Analysis, and illustrates how this happens in practice.
The book is divided into three parts, each of which focuses on a
different aspect of identity and media environment. Part I
considers celebrity identities in the conventional media of print
and television. Part II investigates community and leisure /
sporting identity through an online cycling forum, while Part III
examines corporate identity realised through corporate websites,
consumer reviews and Youtube channels. This unique volume will
appeal to students and scholars of discourse analysis, applied
linguistics and the world of cycling.
This book addresses translingual identities through an innovative
multimodal analysis of the language learning histories of a class
of advanced learners of English in Japan who grew up between two or
more languages. The author explores both the translingual
experiences of those in the classroom and how they use language and
gesture when describing their experiences to each other. This
approach uses three perspectives: it looks at the worlds and
identities the interviewees construct for themselves; at their
interpersonal communication; and at the way they frame their
experience. Finally, it offers some lessons based on the
observations of the class which reveal the values they share and
the key to their success as language learners. It will appeal to
applied linguistic and educational researchers, particularly those
with an interest in narrative approaches to exploring educational
contexts, as well as language educators and policy makers
interested in gaining a learner perspective on language learning.
This book addresses translingual identities through an innovative
multimodal analysis of the language learning histories of a class
of advanced learners of English in Japan who grew up between two or
more languages. The author explores both the translingual
experiences of those in the classroom and how they use language and
gesture when describing their experiences to each other. This
approach uses three perspectives: it looks at the worlds and
identities the interviewees construct for themselves; at their
interpersonal communication; and at the way they frame their
experience. Finally, it offers some lessons based on the
observations of the class which reveal the values they share and
the key to their success as language learners. It will appeal to
applied linguistic and educational researchers, particularly those
with an interest in narrative approaches to exploring educational
contexts, as well as language educators and policy makers
interested in gaining a learner perspective on language learning.
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