Foreign language learner identity : a sociocultural perspective
| dc.contributor.advisor | Horwitz, Elaine Kolker, 1950- | en |
| dc.creator | Johnson, Tomieca René | en |
| dc.date.accessioned | 2011-07-25T15:02:18Z | en |
| dc.date.accessioned | 2017-05-11T22:22:48Z | |
| dc.date.available | 2011-07-25T15:02:18Z | en |
| dc.date.available | 2017-05-11T22:22:48Z | |
| dc.date.issued | 2011-05 | en |
| dc.description | text | en |
| dc.description.abstract | Second language acquisition has seen a shift toward sociocultural approaches over the past fifteen years (Block, 2007). Sociocultural theory (Offord, 2005), language socialization (Schieffelin and Ochs, 1986), and “communities of practice” (Lave and Wenger, 1991) highlight how language learner identity, like language itself, is both socially and individually constructed. As learners acquire a foreign language, they also gain a new awareness of who and how they are—they develop a second language (L2) self (Granger, 2004). How language learners identify themselves depends on contextual factors (Norton, 1995). This report focuses on how language learner social identity is negotiated in three contexts: the foreign language classroom, the study abroad setting, and in face-to-face interactions. | en |
| dc.description.department | Foreign Language Education | en |
| dc.format.medium | electronic | en |
| dc.identifier.uri | http://hdl.handle.net/2152/12463 | en |
| dc.language.iso | eng | en |
| dc.rights | Copyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works. | en |
| dc.subject | Foreign language learner | en |
| dc.subject | Sociocultural identity | en |
| dc.subject | Language sociolization | en |
| dc.title | Foreign language learner identity : a sociocultural perspective | en |