Preface Introduction 1. Fact and fiction in language learning 2. Researching identity and language learning 3. The world of adult immigrant language learners 4. Eva and Mai: Old heads on young shoulders 5. Mothers, migration and language learning 6. Second language acquisition theory revisited 7. Claiming the right to speak in classrooms and communities Afterword by Claire Kramsch

Identity and Language Learning: Extending the Conversation

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 1997, 2000, 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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Identity, language learning, and social change

The Routledge Handbook of Language and Identity provides a clear and comprehensive survey of the field of language and identity from an applied linguistics perspective Authored by specialists from around the world, each chapter introduces a topic in language and identity studies and provides a concise, critical survey in which the importance and relevance to applied linguistics is explained

The Routledge Handbook of Language and Identity

The growing interest in identity and language education over the past two decades, coupled with increased interest in digital technology and transnationalism, has resulted in a rich body of work that has informed language learning, teaching, and research. To keep abreast of these developments in identity research, the authors propose a series of research tasks arising from this changing landscape. To frame the discussion, they first examine how theories of identity have developed, and present a theoretical toolkit that might help scholars negotiate the fast evolving research area. In the second section, they present three broad and interrelated research questions relevant to identity in language learning and teaching, and describe nine research tasks that arise from the questions outlined. In the final section, they provide readers with a methodology toolkit to help carry out the research tasks discussed in the second section. By framing the nine proposed research tasks in relation to current theoretical and methodological developments, they provide a contemporary guide to research on identity in language learning and teaching. In doing so, the authors hope to contribute to a trajectory of vibrant and productive research in language education and applied linguistics.

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Research tasks on identity in language learning and teaching

The last three decades have witnessed a notable growth in research on affect. Among the various affective variables, foreign language anxiety has been heavily studied. This interest in foreign language anxiety is consistent with increased attention to emotions in the neurosciences, cognitive psychology, and the social sciences. Instead of attempting to establish a grand unified theory on affect, this article focuses on and reenvisions the affective variable of language anxiety while recognizing that second language acquisition has benefited much from earlier research insights. In taking an interdisciplinary approach and drawing on the notion of the social imaginary, this study also seeks to expand the field's current theoretical horizon and respond to calls for epistemological diversity in the field of second language acquisition.

Reenvisioning Language Anxiety in the Globalized Classroom through a Social Imaginary Lens.

In light of the growing importance of identity work in second language acquisition (e.g., Block, 2006a, b) in Second Language Acquisition (SLA) as well as calls for SLA and World Englishes (WE) scholars (e.g., Y. Kachru, 2005) to work together, I examine how identity has been conceptualized in research on the global use of English. While such research finds its roots in the WE paradigm (e.g, B. Kachru, 2005), it has undergone contestation in recent years. Such contestation has emerged as a result of two new conceptualizations of English: English as a lingua franca (e.g., Jenkins, 2007; Seidlhofer, 2006) and a postmodern approach to English (e.g., Canagarajah, 2006; Pennycook, 2007, 2010), which views it in hybrid and fluid terms. This paper explores how identity has been embodied in the literature on the global use of English with a view to analyzing how future SLA research related to identity should take shape in the face of changes brought about by globalization.

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Let’s Collaborate: Using Developments in Global English Research to Advance Socioculturally-oriented SLA Identity Work

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Let’s Collaborate: Using Developments in Global English Research to Advance Socioculturally-oriented SLA Identity Work