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

Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index

第二语言习得研究 = The study of second language acquisition

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

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

Extending earlier research on the concept of Willingness to Communicate (WTC) (e.g., MacIntyre et al., 1998), this paper tests the WTC concept on a secondary school in Singapore where English is used as a lingua franca. In doing so, a layer of complexity is added to the WTC concept. By focusing on classroom interactions involving one immigrant student from China and examining how her WTC changes over the course of a school year, this paper argues that the sociolinguistic notion of English as a Lingua Franca (ELF) can enhance earlier conceptualizations of WTC. Such a theoretical and methodological renovation of WTC is vitally important in order to take into account the lived and learning experiences of immigrant students in an increasingly globalized education landscape.

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Bridging the Socio-Cognitive Divide: Rethinking the Willingness to Communicate Concept from a Conversation-Based ELF Perspective.

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

Bridging the Socio-Cognitive Divide: Rethinking the Willingness to Communicate Concept from a Conversation-Based ELF Perspective.