Authoring the Dialogic Self

Gender, agency and language practices

Gergana Vitanova | University of Central Florida
ISBN 9789027210258 | EUR 90.00 | USD 135.00
ISBN 9789027287991 | EUR 90.00 | USD 135.00
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This book offers a truly interdisciplinary perspective on key socio-cultural aspects of second language learning. Building on Bakhtin’s philosophy of language and the self, it examines the complex intersections among gender, culture, and agency in the everyday discursive practices of immigrants. Bakhtin’s dialogic framework still remains on the periphery of second language acquisition research. The book embraces not only Bakhtin’s well-known notion of dialogue but also his core concepts of responsibility and ethics in the analysis of immigrants’ narrative samples. The significance of narratives is underscored throughout the book, and a dialogic, discourse-centered approach to narrative as a genre is suggested.
Authoring the Dialogical Self targets a range of disciplines. Scholars in applied linguistics, narrative studies, cultural psychology, and communication studies will find the discussed concepts relevant. The rich data samples and detailed analysis make the book appropriate for graduate courses in TESOL, language and identity, or language and gender.
[Dialogue Studies, 8] 2010.  vi, 175 pp.
Publishing status: Available
Table of Contents
“Vitanova gives voice to the language-embedded experience of immigrants and succeeds in convincing the reader of the benefits of a dialogic approach.”
“[...] Gergana Vitanova foregrounds in a captivating way the storied representations of four couples' navigations of self (and value) in English. The book provides a welcome for Bakhtin's ideas in the field of applied linguistics. It offers a much-needed application of key Bakhtinian notions to real discourse data and contributes to the study of dialogic language use. It will be of interest to students and scholars from a wide range of disciplines concerned with issues in second language learning and acculuration, language and emotion and gender.”
Cited by

Cited by 27 other publications

Bartley, Leanne & Encarnación Hidalgo-Tenorio
2016. “Well, I think that my argument is…,” or modality in a learner corpus of English. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29:1  pp. 1 ff. DOI logo
Chen, Shan, Lawrence Jun Zhang & Judy M. Parr
2022. Authoring Selves in Language Teaching: A Dialogic Approach to Language Teacher Psychology. Frontiers in Psychology 13 DOI logo
Gardner, Peter
2020. Muscular Ethnicity and Masculine Dignity. In Ethnic Dignity and the Ulster-Scots Movement in Northern Ireland,  pp. 177 ff. DOI logo
Hammer, Kate
2019. Bilingual cogito: inner speech in acculturated bilinguals. International Journal of Bilingual Education and Bilingualism 22:5  pp. 576 ff. DOI logo
Humairoh, Mega Fariziah Nur
2023. Building undergraduate students’ cultural identity through digital storytelling. Communication Teacher 37:3  pp. 235 ff. DOI logo
Jølbo, Ingri Dommersnes
2019. Adjustment and Autonomy in Novice Second Language Writing: Reconceptualizing Voice in Language Learning. In Reconceptualizing Connections between Language, Literacy and Learning [Educational Linguistics, 39],  pp. 189 ff. DOI logo
Kayı-Aydar, Hayriye
2019. Positioning Theory in Language Teacher Education. In Positioning Theory in Applied Linguistics,  pp. 71 ff. DOI logo
2019. On Language Learner Agency: A Complex Dynamic Systems Theory Perspective. The Modern Language Journal 103:S1  pp. 61 ff. DOI logo
Lehtimaja, Inkeri, Aija Virtanen & Minna Suni
2021. Finnish L2 proficiency for working life: towards research-based language education and supervision practices. Nordand 16:1  pp. 57 ff. DOI logo
McLoughlin, David
2016. Ping Deters, Xuesong (Andy) Gao, Elizabeth R. Miller, and Gergana Vitanova (eds): Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches.. Applied Linguistics 37:3  pp. 442 ff. DOI logo
Menard-Warwick, Julia
2022. Narratives of Multilingual Becoming: The Co-construction of Solidarity as a Language Ideology. Journal of Language, Identity & Education  pp. 1 ff. DOI logo
Menard-Warwick, Julia
2022. Raciolinguistic Ideologies and Second Language Spanish: Case Study of an Interracial Couple. Applied Linguistics 43:1  pp. 45 ff. DOI logo
Menard-Warwick, Julia, Katherine A. Masters & Raymond Orque
2019. The Translingual Identity Development of Two California Teachers: Case Studies of Self-Authoring. Journal of Language, Identity & Education 18:2  pp. 110 ff. DOI logo
Qi, Grace Yue, Gillian Skyrme & Cynthia J. White
2024. Developing a distance-based doctoral supervisory model: Inquiry over disrupted trajectories. Distance Education 45:1  pp. 187 ff. DOI logo
Sun, Dukkeum & Maria Elina Ruohotie-Lyhty
2023. Dialogical view on learner agency of immigrant pupils: a case study of the learners of Finnish as L2. The Language Learning Journal 51:6  pp. 678 ff. DOI logo
Svensson, Hanna
2023. Language dimensions of social cohesion: the significance of linguistic inequalities in the context of refugee settlement. Journal of Multilingual and Multicultural Development  pp. 1 ff. DOI logo
Svensson, Hanna
2024. Language dynamics and agency in multilingual research interviews. International Journal of Applied Linguistics DOI logo
Svensson, Hanna
2024. Contested Belonging in an Election Year: The Case of Refugees Living in Sweden. Journal of Intercultural Studies  pp. 1 ff. DOI logo
Trottier, Michael N.
2014. Locating the Discursive Self in Language and Literacy Education Research. In Echoes,  pp. 125 ff. DOI logo
Uştuk, Özgehan & Bedrettin Yazan
2024. Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach. TESOL Quarterly 58:1  pp. 363 ff. DOI logo
Vitanova, Gergana
2013. Narratives As Zones Of Dialogic Constructions: A Bakhtinian Approach To Data In Qualitative Research. Critical Inquiry in Language Studies 10:3  pp. 242 ff. DOI logo
Vitanova, Gergana
2016. Exploring Second-Language Teachers' Identities Through Multimodal Narratives: Gender and Race Discourses. Critical Inquiry in Language Studies 13:4  pp. 261 ff. DOI logo
Vitanova, Gergana
2017. Multimodal Autobiographies as Sites of Identity Construction in Second-Language Teacher Education. a/b: Auto/Biography Studies 32:1  pp. 39 ff. DOI logo
White, Cynthia & Cuong Pham
2017. Time in the experience of agency and emotion in English language learning in rural Vietnam. Innovation in Language Learning and Teaching 11:3  pp. 207 ff. DOI logo
White, Cynthia J.
2016. Agency and Emotion in Narrative Accounts of Emergent Conflict in an L2 Classroom. Applied Linguistics  pp. amw026 ff. DOI logo
White, Cynthia J.
2018. The Emotional Turn in Applied Linguistics and TESOL: Significance, Challenges and Prospects. In Emotions in Second Language Teaching,  pp. 19 ff. DOI logo
Yazan, Bedrettin
2019. Toward identity‐oriented teacher education: Critical autoethnographic narrative. TESOL Journal 10:1 DOI logo

This list is based on CrossRef data as of 16 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.


Communication Studies

Communication Studies

Main BIC Subject

CFG: Semantics, Pragmatics, Discourse Analysis

Main BISAC Subject

LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2010016882 | Marc record