Becoming "Black Lambs" Not "Parrots": A Poststructuralist Orientation to Intelligibility and Identity

By Paula R. Golombek *, S. Jordan. 2005

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Novice-Service Language Teacher Development: Bridging the Gap Between Preservice and In-Service Education and Development (2012, unknown): “…2007a; Mann & Tang, this issue; Xu, this issue), teacher metaphors (e.g., Farrell, 2006b, 2007a; Mann, 2008; Warford & Reeves, 2003), and teacher identity development (Amin, 1997; Farrell, 2012; Golombek & Jordan, 2005; Kanno & Stuart, 2010; Kiely & Askham, this issue; Park, 2007; Xu, this issue).”
Identity in Second Language Teaching and Learning (2011, background): “In second language pronunciation work, for example, the goal of intelligibility through syllabus design has been reconceptualized through poststructural identity in articles by Golombek and Jordan (2005) and Morgan (2003).”
Do Language Attitudes Determine Accent? A Study of Bilinguals in the USA (2007, background): “…accent are also partly subjective, as listener familiarity with the L2 user’s mother tongue could influence perceptions of intelligibility, as could the listener’s own ideas about what (or more aptly, who) represents a legitimate ‘standard’ for English pronunciation (see Golombek & Jordan, 2005).”
Learning to Play, Playing to Learn: FL Learners as Multicompetent Language Users (2007, background): “More recently, the notion of multicompetence has been taken up by scholars in areas such as language teacher education (Pavlenko 2003; Golombek and Jordan 2005) and L2 pragmatics (Garces-Conejos 2006).”