By Jane Jackson
The point of interest of Language, identification and examine overseas is on problems with identification and intercultural competence within the context of scholars dealing with the demanding situations of research in a foreign country, specifically scholars from Asia. completely grounded in fresh study and, specifically, sociocultural stories in language acquisition and socialization, the ebook bargains either a serious chronicle and an illustration of the way combining specific methodologies can give a contribution to a wealthy account of expertise. students in utilized linguistics, cultural stories, and, particularly, foreign language educators will locate not just commonly documented facts yet a principled cause for venture such learn with 'post-colonial' scholars extra typically.
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Extra resources for Language, Identity and Study Abroad: Sociocultural Perspectives (Studies in Applied Linguistics)
As Jenkins (1992) explained, what Bourdieu advocated was ‘double objectification’ as a method in field research: ‘First, there is the work done in the act of observation and the objectification of distortion of social reality which it is likely to produce. Second, there is an awareness of that distortion and of the observer as a competent social actor in his/her own right’ (Jenkins, 1992: 50). 3 Implications for ethnographic investigations of L2 sojourners Vygotskian and Bakhtinian theories link language, culture, context, and identity (selfhood) – core elements in the journeys of L2 sojourners and, in truth, anyone who interacts across cultures.
In Norton’s longitudinal case studies of the language learning of immigrant women in Canada, she proposed the notion of investment, to represent ‘the socially and historically constructed relationship of learners to the target language’ (Norton, 2000: 10). Building on the earlier work of Bourdieu (1991) and Weedon (1987), a feminist poststructuralist, Norton challenged static conceptualizations of motivation for failing to capture ‘the complex relationship between power, identity and language learning’ (Norton, 2000: 10).
And yet in others they may resist the language that positions them unfavourably. Moreover, an individual’s choice is only part of the story in the poststructuralist framework which sees agencies as co-constructed and learning options as predicated on language ideologies and power structures within a particular society (Pavlenko and Piller, 2001: 29). From a poststructuralist perspective, agency is defined as the ‘socioculturally mediated capacity to act’ (Ahearn, 2001: 112). As noted by Kress (1989), L2 learners are viewed as ‘agents’ who play a key role in shaping their own learning.