Identity and language learning : gender, ethnicity and educational change

By B. Norton. 2000

2,635 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/80bb5690e4787e7e98c43a9c43ebfe605527eab6

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Citations in the corpus

Language Motivation in a Reconfigured Europe: Access, Identity, Autonomy (2006, background): “The motivational concept of ‘investment’ was originally developed in Norton Peirce (1995), and is defined in Norton (2000: 10) in terms of the ‘socially and historically constructed relationship of learners to the target language, and their often ambivalent desire to learn and practice it’.”
Situated willingness to communicate in an L2: Interplay of individual characteristics and context (2018, background): “In contexts outside of the classroom, learners are not automatically offered opportunities to use the L2 (Norton, 2000; Yashima et al., 2004), while it is acknowledged that learners need to use the language in a productive manner in order to develop their competence (Swain, 2005).”
Teachers as Intercultural Learners: Negotiating German–American Telecollaboration along the Institutional Fault Line (2003, background): “Additionally, any social action must be understood in terms of both history and (inequitable) relations of power (Norton, 2000).”
Language Learning and Study Abroad: A Critical Reading of Research (2009, background): “ers’ dispositions toward language learning (Norton 2000; Pavlenko 2001; 2002b), in Kinginger (2006; 2008) I traced the ideological sources”
Essentials of a Theory of Language Cognition (2019, background): “SCT, identity theory (Norton, 2000), sociolinguistic approaches (Tarone, 2007), cultural approaches (Kramsch, 1993, 2002), conversational analysis (Hall, 2019, this issue; Kasper & Wagner, 2011), interactionist approaches (Gass, 2002; Long, 1980; Mackey, 2012), the sociocognitive approach…”
Multicultural, Heritage and Learner Identities in Complementary Schools (2006, background): “(Lemke, 2002: 37–9) Bonny Norton’s work (Norton, 2000; Norton Pierce, 1995) has been seminal in conceptualising the relationship between the language learner and the social world and she has critiqued much of the second language acquisition literature 30 Language and Education LE…”
Moving out of linguistic boxes: the effects of translanguaging strategies for multilingual classrooms (2015, background): “According to Norton (2000), learners invest in the target language because they believe that they will acquire a range of symbolic and material resources and enhance their modes of thoughts and knowledge.”