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Identity and Language Learning: Extending the Conversation (2nd ed.). by Bonny Norton
... Además, los estudios de identidad en este tipo de alumnado aprendiz de ILE se han centrado en autobiografías lingüísticas y diarios de clase (Zacarías, 2012;Yang, 2013), los cuales no maximizan la conexión entre la vida de los estudiantes y su contexto educativo tanto como los textos identitarios, y en consecuencia, no potencian del mismo modo la contextualización, el aprendizaje significativo y la relación entre las experiencias de los alumnos dentro y fuera de dicho contexto. El presente trabajo pretende pues atender a estas limitaciones enfatizando la utilidad de estos textos para alcanzar el éxito académico en este tipo de alumnos, así como la importancia del constructo ‛identidad' en el aprendizaje lingüístico (Norton & Toohey, 2011;Norton, 2010Norton, , 2013. Por tanto, abogamos por una pedagogía que i) favorezca la comprensión y el desarrollo de la identidad del aprendiz, su progreso lingüístico académico y la transferencia interlingüística, y ii) fortalezca la relación familia-escuela (Coll & Falsafi, 2010;Cummins, 2001Cummins, , 2005aCummins, , 2006. ...
... Por tanto, abogamos por una pedagogía que i) favorezca la comprensión y el desarrollo de la identidad del aprendiz, su progreso lingüístico académico y la transferencia interlingüística, y ii) fortalezca la relación familia-escuela (Coll & Falsafi, 2010;Cummins, 2001Cummins, , 2005aCummins, , 2006. Para ello, en este trabajo exploramos la identidad que presentan estudiantes universitarios de ILE en textos de identidad digitales (TIDs), partiendo de la noción de identidad desarrollada por Norton y colaboradores en adquisición de segundas lenguas (ASL) (Norton & Toohey, 2011;Norton, 1995Norton, , 2000Norton, , 2010Norton, , 2013Darvin & Norton, 2015), y de la teoría ‛posicionante' de Davies y Harré (1990). Nuestro análisis se centra en las relaciones que nuestros estudiantes establecen entre su identidad y las llamadas ‛identidades de competencia' (identities of competence), las cuales se asocian a la lectoescritura y al desarrollo académico global (ej., la traducción simultánea) (Manyak, 2004), y entre esta e identidades que rechazan, las cuales se relacionan con posiciones silenciadoras que atentan contra su libertad de expresión. ...
... En el contexto de la enseñanza y el aprendizaje de lenguas, definimos el concepto de identidad como la relación que el aprendiz entiende que tiene, mantiene e imagina con el mundo, la construcción de la misma a través del tiempo y del espacio, y la proyección de esta en el futuro (Norton, 1995(Norton, , 2000(Norton, , 2013. La relación entre identidad y aprendizaje lingüístico ha sido investigada desde distintos enfoques, principalmente desde perspectivas socio-culturales y post-estructuralistas de índole socio-constructivista (Block, 2010;Norton, 2010;Norton & Toohey, 2011). ...
Resumen El presente trabajo se centra en el análisis de la identidad en textos de identidad digitales producidos por estudiantes de inglés como lengua extranjera (ILE). Este estudio tiene como objetivo general promover el uso de estos textos como estrategia del enfoque de enseñanza para la transferencia lingüística y el éxito académico (Cummins, 2001, 2005b, 2006) y el refuerzo de la relación familia-escuela (Coll & Falsafi, 2010). Los textos identitarios permiten a los estudiantes crear y evaluar sus identidades, de modo que el alumno toma conciencia de quién es como aprendiz de lenguas, afianzando las distintas posiciones que conforman su identidad, estableciendo relaciones con identidades de competencia que desea, y rechazando posiciones negativas que le silencian a la hora de comunicarse en la lengua meta. Ello promueve el desarrollo de sus habilidades cognitivas de competencia lingüística académica (CALPS), y en el caso de textos de identidad digitales, de su competencia digital. Para nuestro estudio, se recogieron un total de 51 textos de identidad digitales, los cuales han sido analizados desde una perspectiva ‛posicionante' (Davies & Harré, 1990), combinada con un análisis temático y dialógico/performativo (Block, 2010), y un enfoque cuantitativo descriptivo. Los resultados muestran un equilibrio en la presencia de los posicionamientos reflexivo e interactivo en los textos, con el primero emergiendo a través de distintas posiciones de sujeto en ocasiones opuestas, que se constituían en actos descriptivos y justificativos, y el segundo adoptando la forma de interacciones directas e indirectas con el espectador. Palabras Clave: Identidad, textos de identidad, perspectiva posicionante, enseñanza y aprendizaje lingüístico, ILE.
... focused on identity-oriented (rather than achievement-oriented) theories of motivation in mainstream educational psychology in language learning. Norton (2013) defines identity as "how a person understands his or her relationship to the world, how that relationship is structured across time and space, and how the person understands possibilities for the future. It`s through language that we represent our identities and construct new ones. ...
... This may be connected to the learner's ambivalent desire to learn the language. Norton (2013) distinguishes between language learner's motivation and investment arguing that investment is related to the socially and historically constructed relationship between the learner identity and learning commitment. Learners invest in a language understanding that they will access to a range of symbolic and material resources, which increases the value of their cultural capital and social power. ...
Founded upon motivation, identity and self theories, this qualitative case study explored the motivational self system and identities of Japanese EFL learners and their influence on motivation and English language learning. Data was collected through online surveys among 22 graduate and undergraduate university students. The survey results indicated high motivation, international orientation and positive attitudes toward English language learning. Thethematic analysis of students’ detailed responses to the open-ended questions showed a stronger instrumental motivation and lack of desire to join and identify with the English communities and culture. International orientation appeared to be a better measure of motivation as opposed to integrative motivation. Moreover, the learners had inhibitory factors operating against English learning motivation and speaking practices such as anxiety and lowlinguistic self-confidence. Resistance to new cultural identities or identity conflicts resulted from different cultural contexts show to be an influencing factor in L2 learning. In sum, combining Gardner’s views on motivation, Norton’s conceptions of identity and Dörnyei's L2 Motivational Self System together with qualitative approaches might render a deeper understanding of motivational barriers of Japanese EFL learners.
... With a view of language as a system of signs that is part of the learner and their experiences, this study frames identity in terms of the language learner agency and their larger world (Norton, 2013). According to Lantolf and Pavlenko (2001), "Agency is never a 'property' of a particular individual," but rather "a relationship that is constantly co-constructed and renegotiated with those around the individual and with the society at large" (p. ...
This article explores how peer and teacher–student interactions in linguistically diverse high school English as a Second Language (ESL) classrooms produce changes in learners’ uptake of different languages and cultures. Data presented are from a 2‐year ethnography of communication focusing on adolescent multilingual English learners’ language use in three ESL classrooms in the United States. The study participants’ primary languages were French, Lingala, and Tshiluba, and the dominant language spoken by the students in class was Spanish. The data include recordings of peer group classroom interactions, individual and focus group interviews, and field notes from classroom observations. Analyzed through an ecology of language framework (van Lier, 2004) and heteroglossic perspectives on language learning and use (Bakhtin, 1981), the findings reveal a gradual ideological and pragmatic shift among the focal students from resenting the predominant use of Spanish by their teachers and peers during Year 1 of the study to using Spanish words and phrases during Year 2 for two distinct purposes: peer socialization and learning English. The article concludes by highlighting the importance of attending to students’ language experiences to harness metacognitive thinking, critical multilingual language awareness, and linguistic creativity.
... Whereas under neoliberalism mainstream ELT typically deprofessionalizes teachers by neutralizing their knowledge base and turning them into mere technicians, we decided to rely solely on our own pedagogical knowledge and do without mainstream learning resources and materials altogether. In contrast to ELT's "shift from pedagogical to market values" (Block et al., 2012, p. 6), we directly grounded our decisions in the work of significant thinkers from the critical pedagogical tradition ranging from Vygotsky to Dewey and Freire, but also including scholars like Cummins (Cummins & Early, 2011;Cummins, Hu, Markus, & Montero, 2015), Canagarajah (1999), and Kumaravadivelu (2008), all of whom have consistently developed nonoppresive orientations to ELT-also for primary education learners-informed by developments in the fields of literacy studies (Gee, 1996), identity studies (Norton, 2013), and multimodality (Jewitt, 2008;Kress, 2000;Stein, 2007). Their paradigms were the most significant inspiration for this research from within the realm of ELT and helped shape proposals that revolved around two main elements: art and multimodality. ...
This article summarizes the processes and findings of a 2-year collab-orative action research (CAR) project that analyzed and aimed to counteract some of the most negative educational effects of English linguistic imperialism in the field of English language teaching (ELT) and, more concretely, in the context of English as a foreign language education in Spain. The CAR investigated the ramifications of this phenomenon in a primary school located in one of the most disadvantaged neighborhoods in the city of Val encia. The pedagogi-cal alternative it embraced in order to reverse the underlying tenets of ELT under present-day neoliberal imperialism consisted in combining art and multimodality through a series of projects; a variety of qualitative strategies were used (classroom observation, journal entries, recordings, student interviews, photographs, etc.) to assess its effects. Evidence showed that the three projects developed during the CAR succeeded in offering a worthwhile educational experience and hence a valuable critical alternative to mainstream ELT, one that brought about a change in the way the socially underprivileged students related to the English language.
https://onlinelibrary.wiley.com/doi/full/10.1002/tesq.442
... The status of English as a global language has led to the construction and negotiation of multilayered ideologies and identities (De Costa, 2016;Norton, 2013;Pennycook, 2017). These multilayered ideologies and identities are situated in different sociopolitical and sociocultural contexts. ...
The sociocultural and sociopolitical aspects of English language teaching (ELT) have become fundamental because language does not exist in a vacuum, especially when English is used today as a global language. This needs an understanding of English in relation to ideology and identity debate in different contexts. From the paradigm of global Englishes, this paper first presents the history of English in China and addresses the China English debate. The paper then moves to the ideology and identity debate of the English language on the Chinese language and culture and English as a medium of instruction as an example of language policy. From students’ interview data, this paper argues for the importance of viewing ELT from the multilingual perspective. It concludes that ELT should be equipped with a critical understanding of English as a global language and reconsidering the negotiation of local languages and English from a sociocultural and sociopolitical perspective.
... 13). Norton (2000Norton ( , 2001Norton ( , 2013; see also Norton Peirce, 1995) found that a learner invested in learning a language to the extent that the language related to a desired imagined identity. For Norton (2001), "a learner's imagined community invited an imagined identity" (p. ...
This instrumental case study explored the disciplinary identity of a second-language (L2) writer as she experienced a literary-analysis and L2 fiction-writing workshop that involved imagining and writing about her future life and career. Data were short story drafts before and after the workshop and a post-writing interview. Data analysis consisted of story and transcript analysis through a communities of practice and imagined identities framework, in which actual communal experiences and interactions direct the creative character of imagination and identity negotiation. Results include that revising a short story about an imagined career scenario, while improving the writer’s ability to communicate her story’s theme fictionally, also self-reportedly prompted a less optimistic expectation of belonging in an imagined community as a Chinese professor in U.S. academia. This case adds nuance to a substantial body of research that describes L2 imaginative writing as mostly motivating and positive, and it urges further study into exactly how motivating or engaging creative or imaginative writing is when it draws on the communicative potential of the short story narrative
genre, complemented by literary analysis and workshopping.
... L2 identity is negotiated through interactions and shared experiences (Johnson, 2003;Kanno, 2003), and furthermore is "…influenced by practices common to institutions such as homes, schools and workplaces, as we ll as available resources, whether they are symbolic or material" (Norton, 2013, p. 10). L2 identity is thus defined in this study as the relationship individuals have with various aspects of learning and teaching the additional language, its culture and people, what L2 learners bring to the relationship, and how they construct and are shaped by this relationship (Norton, 2013). ...
While newly employed teachers may begin their career with certain ideas and beliefs, these are influenced by different stimuli, encounters and constraints which lead to the ongoing recalibration of their L2 identity. This longitudinal case study explores the L2 journey of a Japanese teacher of English through narrative inquiry using a dynamic approach. Drawing on interview data, the study documents the participant’s transition from L2 learner and pre-service teacher to L2 teacher, focusing on the interconnectedness of the L2 learning and teaching environment and extended socio-educational environment, and the effect of educational, geographical, professional, social, and temporal factors. The study provides a holistic view of the complex interplay between the continuing L2 learner identity and emerging L2 teacher identity, as experienced from the perspective of the novice teacher. The complexity of establishing a professional L2 teacher identity in Japan is highlighted, including discovering one’s own teaching style, finding ways of adapting teaching to national educational directives, meeting the challenges of motivating students, feeling a sense of responsibility for examination preparation, encountering cross-cultural and power issues in team teaching, contemplating future career options, and coming to terms with employment practices. Based on the findings, the study concludes by offering some suggestions for taking not only the challenges faced by the L2 learner, but also the L2 teacher into account, and ways of encouraging meaningful dialogue between researchers, teacher educators and teachers.
Complex Dynamic Systems theory (CDS) has been widely used in the field of second-language acquisition (SLA). While adopting CDS to investigate second language writing (L2W) research, second language writing identity (L2WID) is little address in CDS. This study emerges the notions of CDS and L2WID, and reconceptualizes as an inclusive framework for future studies. The notion of L2 Complex dynamic writing is refined and it consists of writers’ heterogeneities, acts of agency, and attractors among systems. The studies of L2WID are reviewed and categorized in sociopsychological, sociocultural, and sociolinguistic perspectives. Emerging the features of L2 complex dynamic writing and L2WID provides a framework to fill in the gap between L2 writing performance and writers’ identities. This study contributes to three aspects. This study tailors the connection of L2 writing process and L2WID and offers an inclusive framework for those who are situated in L2 writing formal (classroom) or informal (social media) discourses to examine the power relations among L2 writing texts, selves, and relationships in their writing discourses. Ultimately, this framework fundamentally theorizes the nonlinear features of L2 complex dynamic writing with consideration of L2WID.
Responding to observations in ELF research that Anglophone-centric attitudes towards English are eroding among speakers of a younger generation, this paper demonstrates that attitudes towards English can in fact vary among youth of different social class backgrounds. Drawing on a case study of immigrant Filipino adolescents in Vancouver, this paper examines how class differences of these youth impinge on their lived experiences and the material conditions of their migration, shaping how they negotiate their linguistic capital, particularly their use of English. Data illustrate how such conditions shape their dispositions, their sense of agency, and feelings of linguistic confidence and insecurity. Using Darvin and Norton’s (2015. Identity and a model of investment in applied linguistics.
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.
'Imagined Communities' examines the creation & function of the 'imagined communities' of nationality & the way these communities were in part created by the growth of the nation-state, the interaction between capitalism & printing & the birth of vernacular languages in early modern Europe.
Identity and Language Learning draws on a longitudinal case study of immigrant women in Canada to develop new ideas about identity, investment, and imagined communities in the field of language learning and teaching. Bonny Norton demonstrates that a poststructuralist conception of identity as multiple, a site of struggle, and subject to change across time and place is highly productive for understanding language learning. Her sociological construct of investment is an important complement to psychological theories of motivation. The implications for language teaching and teacher education are profound. Now including a new, comprehensive Introduction as well as an Afterword by Claire Kramsch, this second edition addresses the following central questions: -Under what conditions do language learners speak, listen, read and write? -How are relations of power implicated in the negotiation of identity? -How can teachers address the investments and imagined identities of learners? The book integrates research, theory, and classroom practice, and is essential reading for students, teachers and researchers in the fields of language learning and teaching, TESOL, applied linguistics and literacy.
Prologue Part I. Practice: Introduction I 1. Meaning 2. Community 3. Learning 4. Boundary 5. Locality Coda I. Knowing in practice Part II. Identity: Introduction II 6. Identity in practice 7. Participation and non-participation 8. Modes of belonging 9. Identification and negotiability Coda II. Learning communities Conclusion: Introduction III 10. Learning architectures 11. Organizations 12. Education Epilogue.
