A Review of Literature Perspective on the Role of Identity in English Language Learning
الموضوعات : Research in English Language PedagogyJamshid Mashhadi 1 , Mehran Memari 2 , Amir Saki 3
1 - ELT Department, Ilam University, Ilam.Iran
2 - English Department, Farhangian University, Tehran, Iran
3 - Ahvaz Scientific and Applied University, Ahvaz, Iran
الکلمات المفتاحية: Psychological factors, Second Language Acquisition, Literature Review, Identity, Pedagogues,
ملخص المقالة :
Assuredly, learning a language other than the mother tongue is among the most complicated processes. It is a strikingly long-drawn-out experience that depends upon physical, mental, and emotional aspects. The second language trainees should change between their understanding of self as a person speaking the first language and awareness of themselves as second language learners and this pushes them to think of how they ‘identify’ themselves. No longer have pedagogues the mere role in the worldwide education medium. Among the latest factors being studied broadly around the globe is the notion of identity. In fact, it allows for how a person figure in his or her rapport to the world and makes sense of prospect for subsequent times. Identity points up how language constructed by a variety of relationships. Bodies of reports have been carried out undertaking the research methods referring to identity showing the role of identity in learning English. This paper undertakes an analysis of the review of the studies related to two fields of identity and language. The topics in the literature are discussed over the last decades. Finally, some implications are given on identity in SLA indicating how English language learning can be affected by identity.
Abidin, M. J. Z., Pour-Mohammadi, M., & Alzwari, H. (2012). EFL students' attitudes towards learning English language: The case of Libyan secondary school students. Asian Social Science, 8(2), 119-134.
Al-Seghayer, K. (2014). The four most common constraints affecting English teaching in Saudi Arabia. International Journal of English Linguistics, 4(3), 17-26.
Altugan, A. S. (2015). The relationship between cultural identity and learning. Procedia-Social and Behavioral Sciences, 186(2015), 1159-1162.
Amirian, S. M. R., & Bazrafshan, M. (2016). The impact of cultural identity and attitudes towards foreign language learning on pronunciation learning of Iranian EFL students. British Journal of English Linguistics, 4(4), 34-45.
Andema, S. (2014). Promoting digital literacy in African education: ICT innovations in a Ugandan primary teachers' college [University of British Columbia].
Anya, U. (2011). Connecting with communities of learners and speakers: Integrative ideas, experiences, and motivations of successful black second language learners. Foreign Language Annals, 44(3), 441-466.
Bamgbose, A. (2014). Language and the nation. Edinburgh University Press.
Baxter, J. (2016). Positioning language and identity: Poststructuralist perspectives. In S. Preece (Ed.), The Routledge handbook of language and identity (pp. 34-49). Routledge.
Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner (1997). The Modern Language Journal, 91(5), 863-876.
Block, D. (2013). Issues in language and identity research in applied linguistics. Estudios de Lingüística Inglesa Aplicada (ELIA), 13, 11-46.
Block, D., Gray, J., & Holborow, M. (2012). Neoliberalism and applied linguistics. Routledge.
Chen, H.-I. (2003). Identity practices of multilingual writers in social networking spaces. Language Learning & Technology, 17(2), 143-170.
Cheung, Y. L., Said, S. B., & Park, K. (2015). Advances and current trends in language teacher identity research. Routledge.
Darvin, R. (2016). Representing the margins: Multimodal performance as a tool for critical reflection and pedagogy. TESOL Quarterly, 49(3), 590-600.
Deneme, S. (2010). Cross-cultural differences in language learning strategy preferences: A comparative study. The International Journal of Language Society and Culture, 31, 81-89.
Eleuterio, S. (1997). Folk culture inspires writing across the curriculum. C.A.R.T.S. Newsletter, 4.
Feinauer, E., & Whiting, E. F. (2012). Examining the sociolinguistic context in schools and neighborhoods of pre-adolescent Latino students: Implications for ethnic identity. Journal of Language, Identity & Education, 11(1), 52-74.
Fong, C. J., Lin, S., & Engle, R. A. (2016). Positioning identity in computer-mediated discourse among ESOL learners. Language Learning & Technology, 20(3), 142-158.
García-Pastor, M. D. (2017). Learners’ identifies at stake: Digital identity texts in the ELF classroom. Language Value, 9(1), 36-61.
Gómez Lobatón, J. C. (2012). Language learners' identities in EFL settings: Resistance and power through discourse. Colombian Applied Linguistics Journal, 4(1), 60-76.
González, J., Arroyo, J. M., Guevara González, J. A., Moubi, R., Piquer Querol, O., & Moya, V. (2014). Effects of the comminution rate and microbial contamination of particles in the rumen on accuracy of in situ estimates of digestion of protein and amino acids of dehydrated sugar beet pulp. Journal of Agricultural Science, 152(1), 166-174.
Griffiths, C. (2015). The strategy factor in successful language learning (Vol. 67). Multilingual Matters.
Gu, M. M. (2010). Identities constructed indifference: English language learners in China. Journal of Pragmatics, 42(1), 139-152.
Higgins, C. (2011). You’re a real Swahili: Western women’s resistance to identity slippage in Tanzania. In C. Higgins (Ed.), identity formation in globalizing contexts. Language learning in the new millennium (pp. 167-192). De Gruyter.
Hoelscher, K. J. (1999). Cultural watersheds: Diagramming one's own experience of culture. Social Studies and the Young Learner, 12(2), 12-14.
Horner, K., & Weber, J.-J. (2018). Introducing multilingualism: A social approach. Routledge.
Kumaravadivelu, B. (2012). Understanding language teaching: From method to post method. Lawrence Erlbaum Associates.
Leibowitz, B., Adendorff, H., Daniels, S., Loots, A., Nakasa, S., Ngxabazi, N., Van der Merwe, A., & Van Deventer, I. (2005). The relationship between identity, language, and teaching and learning in higher education in South Africa. Per Linguam, 21(2), 23-37.
Lemphane, P. (2014). A contrastive ethnographic study of children’s digital literacy practices in two homes in Cape Town [University of Cape Town].
López, L. E. (2010). Reaching the unreached: indigenous intercultural bilingual education in Latin America. Paper commissioned for the EFA Global Monitoring Report.
Mackey, A., & Gass, S. M. (2005). Second language research. Lawrence Erlbaum Associates.
Meihami, H., Rashidi, N., Sahragard, R., & Razmjoo, S. A. (2019). A Review of Language Teachers’ Identity Development: A Focus on Cultural Identity Theories. Journal of Language Teaching, Literature & Linguistics (JLTLL), 2(2), 49-75.
Mercer, S. (2014). The Self From a Complexity Perspective. In S. Mercer & M. Williams (Eds.), Multiple Perspectives on the Self in SLA (pp. 160-176). Multilingual Matters.
Morita, N. (2004). Negotiating participation and identity in second language academic communities. TESOL Quarterly, 38(4), 573-603.
Northoff, G. (2013). Brain and self–a neurophilosophical account. Child and Adolescent Psychiatry and Mental Health, 7, 28.
Norton, B. (2011). Identity. In J. S. Teoksessa (Ed.), The Routledge Handbook of Applied Linguistics. Routledge.
Norton, B. (2013). Identity and language learning: Extending the conversation. Multilingual Matters.
Norton, B., & McKinney, C. (2011). An Identity Approach to Second Language Acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 73-94). Routledge.
Rezaei, S., & Bahrami, A. (2019). Cultural identity among Iranian English language teachers. International Journal of Society, Culture & Language, 7(1), 67-82.
Ricento, T. (2005). Considerations of Identity in L2 Learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 1, pp. 895-911). Lawrence Erlbaum.
Sačić, A. (2018). The role of language identity in the English language textbooks for primary school education in Sarajevo, Bosnia and Herzegovina [University of Sarajevo].
Sanches Silva, J. F. (2013). The construction of English teacher identity in Brazil: A study in Mato Grosso do Sul.
Savage, M., Devine, F., Cunningham, N., Taylor, M., Li, Y., Hjellbrekke, J., Le Roux, B., Friedman, S., & Miles, A. (2013). A new model of social class? Findings from the BBC’s Great British Class survey experiment. Sociology, 47(2), 219-250.
Saville-Troike, M., & Barto, K. (2006). Introducing second language acquisition. Cambridge University Press.
Sayer, P. (2012). Ambiguities and tensions in English language teaching: Portraits of EFL teachers as legitimate speakers. Routledge.
Tabaku, E. (2009). Teaching EFL to highlight students' identity. LCPJ Publishing, 2(2), 18-24.
Tamimi Sa'd, S. H., & Modirkhamene, S. (2015). Examining acculturation model in an EFL context: Learners' attitudes towards target language accent vs. L1 accent. GEMA Online Journal of Language Studies, 15(1), 25-38.
Tao, J. T., & Gao, X. A. (2018). Identity constructions of ESP teachers in a Chinese university. English for Specific Purposes, 49(1), 1-13.
Toohey, K., & Norton, B. (2010). Language learner identities and sociocultural worlds. In R. B. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp. 178-188). Oxford University Press.
Trofimovich, P., & Turuseva, L. (2015). Ethnic identity and second language learning. Annual Review of Applied Linguistics, 35, 234-252.
Tsui, A. B. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657-680.
Ushioda, E., & Dörnyei, Z. (2009). Motivation, language identities, and the L2 self: A theoretical overview. In E. Ushioda & Z. Dörnyei (Eds.), Motivation, Language Identity and the L2 Self (pp. 1-8). Multilingual Matters.
Vandrick, S. (2011). Students of the new global elite. TESOL Quarterly, 45(1), 160-169.
Varghese, M. M., Motha, S., Trent, J., Park, G., & Reeves, J. (2016). Language teacher identity in multilingual settings. TESOL Quarterly, 50(3), 541-783.
Youngs, G. (2009). Blogging and globalization: the blurring of the public/private spheres. Aslib Proceedings: New Information, 61(2), 127-138.
Zacharias, N. T. (2012). EFL students' understanding of their multilingual English identities. Electronic Journal of Foreign Language Teaching, 9(2), 233-244.
Zhang, Q. (2010). Attitudes beyond the Inner Circle: Investigating Hong Kong Students’ Attitudes Towards English Accents. United Kingdom: Newcastle University.
Zuengler, J., & Miller, E. R. (2006). Cognitive and sociocultural perspectives: Two parallel SLA worlds? TESOL Quarterly, 4(1), 35-58.
