Identity Second Language Learning by Solari Sofia (10 results)

Paperback. Condition: Brand New. 42 pages. 6.00x0.10x9.00 inches. In Stock.

Paperback. Condition: new. Paperback. This paper explores the complex relationship between second language acquisition (SLA) and identity, emphasizing how language learning shapes and is shaped by self-perception. Drawing on Norton's (1995) work and Pierre Bourdieu's theory of linguistic capital, it argues that identity is not static or singular but constantly negotiated through social and linguistic interactions. While SLA can reinforce social hierarchies-such as native vs. non-native speakers or urban vs. rural learners-it also has the potential to empower individuals and foster the development of multifaceted identities. Bourdieu's framework reveals how language operates as a form of capital that influences educational and social experiences, especially in multilingual or marginalized communities. The paper also engages with Critical Language Awareness (CLA), which challenges the neutrality of language and highlights how language use reflects and reinforces power dynamics, privilege, and inequality. Standard English, often treated as the linguistic "norm," marginalizes speakers of other dialects and varieties. CLA pedagogies question these norms and encourage students to reflect critically on how language shapes identity, status, and access to opportunities. By promoting linguistic diversity and student agency, CLA offers a powerful tool for transforming writing instruction and classroom discourse, particularly in ESL and L2 contexts. Through research and classroom-based studies, this paper argues that CLA and Bourdieu's theory together provide a framework for understanding how language learners navigate social expectations, resist dominant linguistic ideologies, and construct more inclusive identities in educational settings. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

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Paperback. Condition: new. Paperback. This paper explores the complex relationship between second language acquisition (SLA) and identity, emphasizing how language learning shapes and is shaped by self-perception. Drawing on Norton's (1995) work and Pierre Bourdieu's theory of linguistic capital, it argues that identity is not static or singular but constantly negotiated through social and linguistic interactions. While SLA can reinforce social hierarchies-such as native vs. non-native speakers or urban vs. rural learners-it also has the potential to empower individuals and foster the development of multifaceted identities. Bourdieu's framework reveals how language operates as a form of capital that influences educational and social experiences, especially in multilingual or marginalized communities. The paper also engages with Critical Language Awareness (CLA), which challenges the neutrality of language and highlights how language use reflects and reinforces power dynamics, privilege, and inequality. Standard English, often treated as the linguistic "norm," marginalizes speakers of other dialects and varieties. CLA pedagogies question these norms and encourage students to reflect critically on how language shapes identity, status, and access to opportunities. By promoting linguistic diversity and student agency, CLA offers a powerful tool for transforming writing instruction and classroom discourse, particularly in ESL and L2 contexts. Through research and classroom-based studies, this paper argues that CLA and Bourdieu's theory together provide a framework for understanding how language learners navigate social expectations, resist dominant linguistic ideologies, and construct more inclusive identities in educational settings. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Paperback. Condition: new. Paperback. This paper explores the complex relationship between second language acquisition (SLA) and identity, emphasizing how language learning shapes and is shaped by self-perception. Drawing on Norton's (1995) work and Pierre Bourdieu's theory of linguistic capital, it argues that identity is not static or singular but constantly negotiated through social and linguistic interactions. While SLA can reinforce social hierarchies-such as native vs. non-native speakers or urban vs. rural learners-it also has the potential to empower individuals and foster the development of multifaceted identities. Bourdieu's framework reveals how language operates as a form of capital that influences educational and social experiences, especially in multilingual or marginalized communities. The paper also engages with Critical Language Awareness (CLA), which challenges the neutrality of language and highlights how language use reflects and reinforces power dynamics, privilege, and inequality. Standard English, often treated as the linguistic "norm," marginalizes speakers of other dialects and varieties. CLA pedagogies question these norms and encourage students to reflect critically on how language shapes identity, status, and access to opportunities. By promoting linguistic diversity and student agency, CLA offers a powerful tool for transforming writing instruction and classroom discourse, particularly in ESL and L2 contexts. Through research and classroom-based studies, this paper argues that CLA and Bourdieu's theory together provide a framework for understanding how language learners navigate social expectations, resist dominant linguistic ideologies, and construct more inclusive identities in educational settings. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This paper explores the complex relationship between second language acquisition (SLA) and identity, emphasizing how language learning shapes and is shaped by self-perception. Drawing on Norton's (1995) work and Pierre Bourdieu's theory of linguistic capital, it argues that identity is not static or singular but constantly negotiated through social and linguistic interactions. While SLA can reinforce social hierarchies-such as native vs. non-native speakers or urban vs. rural learners-it also has the potential to empower individuals and foster the development of multifaceted identities. Bourdieu's framework reveals how language operates as a form of capital that influences educational and social experiences, especially in multilingual or marginalized communities.The paper also engages with Critical Language Awareness (CLA), which challenges the neutrality of language and highlights how language use reflects and reinforces power dynamics, privilege, and inequality. Standard English, often treated as the linguistic 'norm,' marginalizes speakers of other dialects and varieties. CLA pedagogies question these norms and encourage students to reflect critically on how language shapes identity, status, and access to opportunities.By promoting linguistic diversity and student agency, CLA offers a powerful tool for transforming writing instruction and classroom discourse, particularly in ESL and L2 contexts. Through research and classroom-based studies, this paper argues that CLA and Bourdieu's theory together provide a framework for understanding how language learners navigate social expectations, resist dominant linguistic ideologies, and construct more inclusive identities in educational settings.