In seeking to better understand English language learners and their imagined identities, which is the central focus of our article, scholars have drawn extensively on the work of Norton and colleagues. This work has foregrounded the language learner as a participating social agent with complex and changing identities. It is this agentive sense of self that is linked, in narratives, to larger socio-cultural and historical social practices. Our interest here lies particularly in the effects of migration on language learners. With this in mind, we advocate that classroom communities be fostered wherein a range of narrative identities, as sense-making practices, are respectfully harnessed as resources for learners of diverse linguistic histories, to create more socially just and responsive “possible worlds”.
2021. THE ENGLISH LANGUAGE PROFICIENCY AS A GLOBAL EMPLOYMENT SKILL: THE VIEWPOINT OF PAKISTANI ACADEMIA. Humanities & Social Sciences Reviews 9:3 ► pp. 1071 ff.
Brownlee, Kellie
2021. Using cultural discourse analysis and storytelling to design an applied intervention for U.S. English language education. Journal of Applied Communication Research 49:4 ► pp. 460 ff.
Cai, Yanling, Fan Fang, Honghong Sun & Lianjiang Jiang
2022. Unpacking identity construction and negotiation: A case study of Chinese undergraduate students’ social and academic experiences while studying abroad. System 110 ► pp. 102896 ff.
Conceição, Mariney Pereira
2020. O SI MESMO COMO UM OUTRO: IDENTIDADES EM NARRATIVAS VISUAIS DE APRENDIZES DE PORTUGUÊS COMO SEGUNDA LÍNGUA. Trabalhos em Linguística Aplicada 59:2 ► pp. 1339 ff.
Faya-Cerqueiro, Fátima & Gema Alcaraz-Mármol
2020. The Toledo Teacher Trainees corpus (TTT): Bridging the gap between students’ narratives and corpus linguistics. Research in Corpus Linguistics 8 ► pp. 147 ff.
Hale, Jordene
2018. “For a Future Tomorrow”. In The Wiley International Handbook of Educational Foundations, ► pp. 301 ff.
Kurtoğlu-Hooton, Nur
2021. “In Doing This Research, I Find My Runner Identity Is Compromised”: Researching the Instarunning Community. In Language, Identity Online and Running, ► pp. 89 ff.
Luo, Yingmei
2016. Chinese Learners of English and Sino-Australian Programs in China. In Multidisciplinary Research Perspectives in Education, ► pp. 61 ff.
Norton, Bonny
2014. eGranary and Digital Identities of Ugandan Youth. In Everyday Youth Literacies [Cultural Studies and Transdisciplinarity in Education, 1], ► pp. 111 ff.
2018. Identity and the Ownership of English. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Norton, Bonny
2019. Identity and Language Learning: A 2019 Retrospective Account. The Canadian Modern Language Review 75:4 ► pp. 299 ff.
Saddour, Inès
2020. Methodological considerations when piloting an interview protocol: the example of Syrian asylum seekers in France. Journal of French Language Studies 30:2 ► pp. 211 ff.
Teng, Feng
2017. Imagined Community, Identity, and Teaching Chinese as a Second Language to Foreign Students in China. Frontiers of Education in China 12:4 ► pp. 490 ff.
2022. Language negotiation moments of ethnic Tibetan students in People’s Republic of China: an identity perspective. Language and Education 36:4 ► pp. 346 ff.
Xu, Guanglin & Jungyin Kim
2022. Building and Sustaining a Group of Chinese EFL Learners’ Imagined Identities and Agency. Sustainability 14:8 ► pp. 4659 ff.
Young, Sara
2022. ‘They have a go at me, that I’m a good English guy. Well, I’m Polish as well’: how bilingual Polish adolescents in the UK negotiate the position of ‘linguistic expert’. The Language Learning Journal 50:1 ► pp. 17 ff.
This list is based on CrossRef data as of 5 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.