Second Language Identities

By D. Block. 2007

698 citations recorded by the source corpus.

Subfields: Communication, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/e30db7371a57f79a0512f0060c6379efbf417bf3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Jane Jackson
2. V. Cook
3. B. Morgan
4. G. Hall
5. Guy Cook
6. M. Lamb
7. M. Clarke
8. E. Ushioda

In Experimental and Cognitive Psychology

1. Jane Jackson
2. V. Cook
3. B. Morgan
4. G. Hall
5. Guy Cook
6. M. Lamb
7. M. Clarke
8. E. Ushioda

In Language and Linguistics

1. E. Ushioda
2. Fauziah Eka Arisandy
3. M. Lamb
4. G. Hall
5. Guy Cook
6. M. Clarke
7. Jane Jackson
8. V. Cook

Citations in the corpus

• Intercultural learning on short‐term sojourns (2009, background): “Students may even return home with entrenched negative stereotypes of their hosts and the host culture (Allen, Dristas, and Mills 2007; Bateman 2002; Stroebe, Lenkert, and Jonas 1988), ‘a strengthened sense of national identity’ (Block 2007) and a higher dose of ethnocentricism (Isabelli-García 2006”
• Premises of multi-competence (2016, background): “…of Linguistic Multi-competence Edited by Vivian Cook and Li Wei Excerpt More information may be learning English only to have a qualification to show back home; waiters use Spanish as a lingua franca in London (Block 2007), giving it a second language function in an English-speaking country.”
• Language Learning and Study Abroad: A Critical Reading of Research (2009, background): “Thus, although Alice did reach her goal of developing speaking proficiency and to some extent, a French-mediated identity (Block 2007a), her language socialization took place largely outside the academic institution.”
• Language learning motivation, self and identity: current theoretical perspectives (2011, background): “This move to link L2 motivation with concepts of identity reflects an increasing critical concern in applied linguistics with issues of identity in language learning and use (e.g. Block, 2007; Lin, 2007).”
• Identity in Second Language Teaching and Learning (2011, background): “…to argue that poststructuralism has been (over)used to the point of saturation in studies of identities in SLE/ELT (English language teaching) (Block, 2007), contributing to a more general sense that after some twenty years or more of research in SLE, identity work has become conceptually…”
• Situating the L2 Self: Two Indonesian school learners of English (2009, background): “These have yielded important insights, but Block (2007) has argued that a concept potentially so fundamental to personal wellbeing and successful learning merits examination from a psychological point of view too.”
• 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 motivational dimension of language teaching (2017, background): “Block (2007), Kramsch (2009), Norton & Toohey (2011) and others have stressed the potential of digital technologies for ‘trying out new and alternative identities and modes of selfpresentation . . . without posing a threat to students’ real-world identities and private selves’ (Ushioda 2011b: 207).”
• Cultivating cosmopolitan, intercultural citizenship through critical reflection and international, experiential learning (2011, background): “While these are encouraging developments, simply being present in the host culture does not ensure that the participants will seek out intercultural encounters, enhance their intercultural (communicative) competence (Bennett, 2009; Zarate, 2003), or experience identity expansion (Block, 2007; Byram,”
• The impact of online use of English on motivation to learn (2020, background): “By ignoring it, they are failing to acknowledge important elements in their learners’ evolving L2-mediated identities (Block, 2007) . The students in our study exhibited strong ideal L2 selves, and as Ushioda (2011) and others have pointed out, these motivating visions of a future English-proficient”