Identity and Language Learning

By Wang Xu. 2006

345 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a15eba85bf626e37ef51bcff5cffb8c2dd46a494

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Citations in the corpus

Extended, Embodied Cognition and Second Language Acquisition (2010, background): “The personal relationships learning involves, its role in identity construction (Norton 2000), where and under whose sponsorship it occurs, and how it is embodied and enacted fundamentally influence its outcome.”
Own-language use in language teaching and learning (2012, background): “As central and creative elements of multilingual discourse which create and maintain speaker IDENTITY (Norton 2000; Rampton 2005; Block 2007; De Fina 2007), code choice and code-switching have become increasingly de-stigmatised beyond the classroom and, consequently, are also starting to be seen as ”
The Routledge handbook of English language teaching (2018, background): “The participants deliberate together, and discussion is aimed at finding the best course of action to continually improve practice.”
TESOL Methods: Changing Tracks, Challenging Trends (2006, background): “(Norton, 2000, p. 142) We have learned how the structure of teachers’ beliefs, assumptions, and background knowledge play a crucial role in their classroom decisionmaking process ( Johnson & Golombek, 2002; Woods, 1996), how “language teaching and learning are shot through with values, and that…”
Willingness to communicate of EFL learners in Turkish context (2015, background): “From a poststructuralist perspective, motivation to learn a L2 is regarded as ‘investment’ in the target language (TL) which will eventually end up with increased cultural capital (Norton, 2000).”
Post-modern reality shock: Beginning teachers as sojourners in communities of practice (2015, background): “language learners' degree of participation in the host community (Norton, 2000), which in turn may promote or deter language learning.”
Negotiating Participation and Identity in Second Language Academic Communities. (2004, background): “As I demonstrate in this article, the issue of L2 participation and socialization is closely related to important issues such as identity, competence, power, access, and agency (Duff, 2002; Norton & Toohey, 2002).”