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Tytuł:
Advanced FL Students’ Self-perception of their Language Identity
Autorzy:
Owczarek, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/783189.pdf
Data publikacji:
2015
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
language identity
bi/multilingualism
language competence
Opis:
This article reports the results of a study of self-perception of their language identity by advanced FL students. The aim of the study is to observe what students’ language choices are and what guides them in these choices.  The concepts related to bi/multilingualism are taken into consideration, following Cook’s opinion (1992: 558) that L2 users should be compared to bilinguals rather that monolinguals. The perception of the language self is related to language competence acquired in formal education. The findings will be referred to recent research on language and identity in a foreign language context conducted elsewhere, and  suggestions for further study in the field will be provided.
Źródło:
Theory and Practice of Second Language Acquisition; 2015, 1, 1
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Language Teacher Identity and Emotions in a Duoethnographic Narrative: The Perspective of Teacher, Parent, and Teacher Educator
Autorzy:
Rokita-Jaśkow, Joanna
Werbińska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/22446737.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
language teacher identity
emotions
duoethnography
teacher narratives
Opis:
Teacher identity building rather than learning teaching in terms of skills and subsystems has recently been acknowledged as a priority in future teacher preparation. Several teacher identity models have been offered, including the 3A Language Teacher Identity Framework (3ALTIF) (Werbińska, 2017a) in which teacher identity comprises affiliation (teachers’ willingness to teach), attachment (teachers’ beliefs related to their teaching) and autonomy (teachers’ agentive, reflective, and resilient powers). With hindsight, it seems that the 3ALTIF, which drew on other identity models available at the time of its conception, does not address the affective side of language teacher identity explicitly enough and therefore can hardly embrace the uniqueness of this profession. That is why we decided to explore the issue of emotions more deeply and conduct a lengthy duoethnographic narrative to consider the 3ALTIF’s ‘missing’ component for the future ‘improvement’ of the 3ALTIF. Duoethnography was chosen as a qualitative research method thanks to its novelty, its suitability for investigating identity issues and the opportunity it provides for us to explain and express ourselves. In our duoethnographic dialogues we focused on our own emotions from three perspectives: former school language teachers, language teachers as parents, and language teacher educators, all of which are the roles we have played. The findings reveal our experience of emotions that once affected us and also suggest that emotions are not only psychological constructs but have social dimensions as well.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-26
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Studying bilingual and multilingual language identities: natural settings versus formal instruction
Autorzy:
Gabryś-Barker, Danuta
Powiązania:
https://bibliotekanauki.pl/articles/2051107.pdf
Data publikacji:
2019
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
language identity
bilingualism
multilingualism
metaphoric perceptions
natural settings
formal instruction
immersion
Opis:
Becoming more and more a multidisciplinary domain of study, the development of research in second language acquisition, and even more visibly in multilingualism, has moved away from its sole focus on cognitive aspects to social-affective dimensions. Consequently, research in these areas makes more extensive use of research methodology characteristic of social sciences. The focus on identity brings together issues of social context and the construction of one’s identity through negotiation of who we are, how we relate to the outside world and how we position ourselves in relation to others (Pavlenko 2001). Language is the main tool in this construction/ negotiation through the acquisition/learning and use of multiple languages. In relation to the development of one’s multilingual identity, the major distinction has to be made between acquiring a language in its natural context (the case of one’s mother tongue or immigration) and learning it in formal contexts. Block (2014) believes that the issue of identity can only be studied in a natural environment of language acquisition, and not in a formal instruction context. This article aims to confirm or reject the above belief, based on evidence from various studies of bi- and multiple language users and how they perceive their identities and their relation to the languages in their possession. It includes a pilot study of trilingual language learners and their understanding of how the individual languages they know (L1, L2, L3) build their identities and the way they enrich, impoverish or challenge who they see themselves to have been by birth (Gabryś-Barker 2018). The issues discussed relate to external (other people, situations, contexts) and internal identity-building factors (individual affectivity, personality features).
Źródło:
Linguistica Silesiana; 2019, 40; 341-359
0208-4228
Pojawia się w:
Linguistica Silesiana
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“A TERRIBLE STRUCTURALIST WISDOM”: HOW LANGUAGE AFFECTS THE IDENTITY OF AN EMIGRANT. CASE STUDY BASED ON THE AUTOBIOGRAPHY “LOST IN TRANSLATION” BY EVA HOFFMAN
Autorzy:
Szepe, Agata
Powiązania:
https://bibliotekanauki.pl/articles/647119.pdf
Data publikacji:
2013
Wydawca:
Akademia Górniczo-Hutnicza im. Stanisława Staszica w Krakowie
Tematy:
emigrant, identity, language, text, structuralism
Opis:
This essay is a case study about linguistic mechanisms that affect an emigrant’s life. The research is based onthe autobiography by the Polish emigrant Eva Hoffman, analyzed with the use of theories She communicates poorly because the of new language corresponds with different from the native language, creating another IRUP. Eva starts to treat daily communication like a written, in the meaning used by Roland Barthes, which results in alienation. However, some linguistic principles such ast or inseparability of and do not affect her at all. She deepensher understanding of both her mother tongue and the new one by linguistic terms such as translation describe and belonging to. Her identity is an because she replacesher old home with a new. The old home remains a while an emigrant changesher onceptions connected with the words.
Źródło:
Studia Humanistyczne AGH; 2013, 12, 2
2084-3364
Pojawia się w:
Studia Humanistyczne AGH
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Performative Discourse of Drag Queens: A Sociolinguistic Study
Autorzy:
Szymańska, Maria
Powiązania:
https://bibliotekanauki.pl/articles/1368415.pdf
Data publikacji:
2020-03-30
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
drag queens
discourse
political discourse
language and identity
Opis:
The article presents the analysis of two speeches given by Rory O’Neill, also known as Panti Bliss, who is so far the most recognisable Irish drag queen. Apart from being a drag queen, Rory O’Neill is also a political activist whose performances were part of the campaign before the referendum concerning the 34th Amendment to the Constitution of Ireland. In the analysis both these aspects of the speaker’s identity are taken into consideration. Although the analysis is mostly linguistic, it also considers extralinguistic aspects of communication, e.g. the performer’s appearance on stage, as contextual elements are essential in sociolinguistic contexts. Thus, the analysis draws from the theoretical background focused on political discourse and the language used by drag queens to a detailed account of the two speeches in order discuss them in relation to the standards of both a drag performance and a political speech.
Źródło:
Research in Language; 2020, 18, 1; 15-35
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Language Teacher Identity Outside the State-School Context
Autorzy:
Hempkin, Kirsten
Powiązania:
https://bibliotekanauki.pl/articles/22446741.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Language teacher identity
identity struggle
established teachers
state-school context
private context
Opis:
The importance of understanding language teacher identity is well-established in the existent literature. It has been shown to impact upon many aspects of teachers’ lives both inside and outside the classroom, such as wellbeing (Day & Kington, 2008) and self-efficacy (Canrinus, Helms-Lorenz, Beijaard, Buitink, & Hofman, 2012). The nature of language teacher identity is broadly categorised from a socio-cultural perspective, as dynamic rather than static, as negotiated in social interaction and (potentially) a source of struggle (Barkhuizen, 2017) or friction (Beijaard, Meijer, & Verloop, 2004). As this struggle with identity comes to the fore during periods of transition, when identity is seen to be challenged, the focus of research has largely been trained on pre-service or early-service teachers (Mercer & Kostoulas, 2018). The research in this paper addresses a teaching population who have thus far escaped the research gaze, but aspects of whose identity could be problematic and possible sites of struggle. Drawing upon a narrative approach, in case-study form, I examine how two established teachers (with four years or more service) who have been trained to work in the state-school context and who, for a variety of reasons are now working outside it, construct their language teacher identities. The findings point to the importance of the teachers’ own experiences as learners in their identity formation, and how emotion accompanies and acts as a driver of identity change as they seek stability and status on an uncertain professional path.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-22
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Global trends and local realities: Lessons about economic benefits, selves and identity from a Swiss context
Autorzy:
Csillagh, Virág
Powiązania:
https://bibliotekanauki.pl/articles/780745.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
complex learning environments
language learning motivation
language learner identity
Swiss plurilingualism
multilingualism
Opis:
Inspired by the unexpected results of a standardized questionnaire survey of Swiss university students’ motivation and attitudes toward English, the paper discusses the influence of global and local contexts on language learners’ motivation and identity. As a result of the unprecedented spread of English as a foreign language (Crystal, 2003; Graddol, 2006), and, more importantly, the underlying social and economic issues that it reflects, elements of the global context intermingle with local realities to create new learning experiences, unaccounted for by traditional research paradigms. Individuals find themselves at the convergence of multiple contexts that affect and are in turn affected by their language attitudes and identity as well as sense of self. The intricate relationships between contexts and individuals continue to gain emphasis in current approaches to language learning motivation (cf. Dörnyei, MacIntyre, & Henry, 2015), which position L2 learnin in a new light, questioning the power and relevance of different motivational categories and also these of a generalizable theoretical model. The quantitative study presented in this paper explores interrelationships among key elements of the L2 motivational self system (Dörnyei, 2009) and a number of motivational factors on the one hand, contrasting them against the economic and social background of the Swiss context on the other. The findings of the project reveal that such repositioning of the participants in the multicultural, plurilingual environment of Geneva and its socioeconomic reality was indeed essential to the interpretation of the results since the extraordinary strength of external and societal factors in participants’ motivational profile gained meaning only in the light of the particularities of the local context. Therefore, the paper showcases the potential of a broader perspective on L2 motivation and the importance of learner-context relationships.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 3; 431-453
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives
Autorzy:
Henry, Alastair
Powiązania:
https://bibliotekanauki.pl/articles/780435.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language teacher identity
complex dynamic systems
dialogical self
practicum learning
Opis:
Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been characterized as emerging from tensions between multiple and sometimes conflicting conceptions of what it means to be someone who teaches (Akkerman & Meijer, 2011). While light is being shed on these often antagonistic relations, less is known about the dynamics of identity formation and transformation. Providing a contribution to work on language teacher identity, in this single case study Hermans’ (2008) concept of the dialogical self is combined with complexity principles in an investigation of changes in the emerging professional identity of a pre-service English teacher during a practicum. Drawing on intra- and inter-personal data, experiences of learning to become a person who teaches English are conceptualized as a drama that is played out between different and sometimes unaligned selves. Analyses show how this inner drama maps onto the landscape of an emerging teacher identity, how tensions can be understood systemically, and how a teacher identity system can have a signature dynamic.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 2; 263-285
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Linguistic hybridity and learner identity: translingual practice among plurilinguals in the educational setting
Autorzy:
Lankiewicz, Hadrian Aleksander
Powiązania:
https://bibliotekanauki.pl/articles/1036454.pdf
Data publikacji:
2021-03-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
language identity
translingualism
metrolingualism
linguistic hybridity
ecolinguistics
foreign language learning
tożsamość językowa
translingwalizm
metrolingwalizm
hybrydowość językowa
ekolingwistyka
nauka języków obcych
Opis:
Capitalizing on the ecological approach to language learning (van Lier, 2004; Kramsch, 2008) and the conceptualization of language as a local practice (Pennycook, 2010) as well as languaging (Jørgensen, 2008), accounting for the continuity of linguistic phenomena rather than a discriminatory perception of linguistic properties, we intend to delve into the problem of linguistic hybridity as a sign of L2 learner identity. A direct inspiration for the study, as exemplified in the title, is the concept of metrolingualism (Otsuji, Pennycook, 2010), which offers a potential to be very informative for the study of identity issues inscribed in language. Metrolingualism connotes linguistic hybridity, which refers to something unnatural, untypical, not conforming to the norm. Positing the continuity of language use and symbolic competence (Kramsch, Whiteside, 2008), we assume after van Lier (2004) that language is not a fixed code but socially constructed entity which mingles with personal experiences shaped by social context and activates power-related issues in language use. The aim of the paper is to delve into discursive practices of students learning/using more than one L2 in the educational setting. An examination of their narratives and their languaging about language (Swain, 2006) discloses how they position themselves as L2 language users.
Źródło:
Neofilolog; 2021, 56/1; 55-70
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ETHNIC IDENTITY AND LINGUISTIC PRACTICES OF ROMANIANS AND MOLDOVANS (ON THE EXAMPLE OF CHERNIVTSI OBLAST, UKRAINE)
Autorzy:
Shestakova, Kateryna
Powiązania:
https://bibliotekanauki.pl/articles/647159.pdf
Data publikacji:
2013
Wydawca:
Akademia Górniczo-Hutnicza im. Stanisława Staszica w Krakowie
Tematy:
social identity, ethnic identity, language practices, Romanians/ Moldovans in Ukraine, name of language
Opis:
In Ukraine, Chernivtsi Oblast can be observed as a region of mixed ethnic structure. As a result of historical living in this region, we can see that ones mother tongue performs both communicative and symbolic functions(which is an important element of ethnic identity). As an element of ethnic identity the mother tongue becomesvery important, especially while entering the linguistic space through language practices, and especially whenlanguage and ethnicity. Some Moldovans use both names of the mother tongue (Moldovan or Romanian)
Źródło:
Studia Humanistyczne AGH; 2013, 12, 2
2084-3364
Pojawia się w:
Studia Humanistyczne AGH
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
From Foreign Languages to a Profession: The Professional Identity Formation During the Lessons of a Foreign Language for Special Purposes (Lexical and Professional Aspects)
Autorzy:
Samorodova, Ekaterina E.
Belyaeva, Irina G.
Bragina, Tatiana V.
Powiązania:
https://bibliotekanauki.pl/articles/18104458.pdf
Data publikacji:
2022-06-30
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
interdisciplinary approach
language for special purposes
international law
professional identity language of speciality
Opis:
Thesis. The authors of the study consider important issues of the professional competencies formation during the process of teaching a foreign language to law students as a process of their professional identity formation. The authors had to identify by interviewing students what types of exercises help them to master their chosen speciality in a foreign language. Methods. The authors rely on comparative, competitive methods, as the interdisciplinary approach principles. Comparing the programmes of teaching a foreign language of speciality and international law, the authors build a system of a single learning process as one of forming a professional identity. Results. Authors of the study tried to build the process methodology of teaching the language of the speciality as a formative one of students’ professional identity. The authors cited as an example the system of methods and exercises used in the language lessons of the speciality, with the aim of formation of not only linguistic but also legal professional competencies. Conclusion. The process of forming a professional identity in the process of studying at a university is one of the most important in the development of the professional personality of a future specialist. Teaching a foreign language in humanitarian universities is an important process which should be revised in accordance with the main discipline teaching programmes. It’s important to create such methodological complexes that would allow the speciality language lessons to bring the learning process as close as possible to a professional one.
Źródło:
Journal of Education Culture and Society; 2022, 13, 1; 127-142
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Polish language as an element of identity (on the example of statements by Poles and Russians from Kaliningrad Oblast)
Autorzy:
Kuszak, Kinga
Sadowska, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/2194841.pdf
Data publikacji:
2020-12-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language
Polish language
language as an element of identity
Poles in Kaliningrad
Opis:
The article discusses the issue of Polish language as an element of identity of Poles and Russians living in Kaliningrad. The authors, during a visit to the University of Immanuel Kant, had the opportunity to do interviews with Poles and Russians living in Kaliningrad, for whom Polish is an  important element of identity. The authors divided the respondents into two groups for whom Polish is an element of inherited identity and for whom Polish is an element of identity acquired in the education process. These analyzes precede reflections on the specifics and history ofKaliningr ad and the kaliningrad district.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2020, 18, 2; 129-141
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dorota Werbińska (2017). The Formation of Language Teacher Identity. A Phenomenographic-Narrative Study Słupsk: Wydawnictwo Akademii Pomorskiej, 2017, ISBN 978-83-7467-274-0, 526 pp.
Autorzy:
Rokita-Jaśkow, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/1182377.pdf
Data publikacji:
2021-01-18
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
language teacher
identity
Źródło:
Theory and Practice of Second Language Acquisition; 2020, 6, 2; 169-171
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Role of Cymraeg in Shaping Welsh Identity
Autorzy:
Dąbrowska, Izabela
Powiązania:
https://bibliotekanauki.pl/articles/973902.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
Cymraeg
Welsh identity
national identity
Welsh Language
Opis:
The present day world once again raises the question of national identity, especially in places where migration or more nationalistic policies have caused visible social implications. In Wales, for long, this issue appeared to have been marked by a strong reference to the Welsh language and the importance of having an ethnic Welsh identity. However, since the decline of Cymraeg (the Welsh indigenous language) and new social developments in the last two centuries, the notion of Welsh identity has required a reconceptualization to face up to new realities. The following article attempts to indicate to what extent the Welsh language was and still is part of the essence of Welshness and what other factors aff ect the understanding of Welsh nationhood presently.
Źródło:
Anglica. An International Journal of English Studies; 2017, 26/1; 131-147
0860-5734
Pojawia się w:
Anglica. An International Journal of English Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Silesian and Cashubian Ethnolects as Contrasting Types of Ethnic Identity Strengthening
Autorzy:
Haładewicz-Grzelak, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/1929408.pdf
Data publikacji:
2006-12-29
Wydawca:
Polskie Towarzystwo Socjologiczne
Tematy:
contrastive identity study
identity shift versus identity strengthening
covert versus overt identity
language standardization
language shift versus revitalization
Opis:
The research reported in the article investigates sociolinguistic factors of ethnic identity change and identity strengthening, as exemplified on the processes of ethnic revival in the regions of Upper Silesia and Cashuby. The article compares selected aspects of synchronic and diachronic situation of the two ethnolects in Poland: Cashubian and Silesian. The analysis singles out some focal points around which ethnic identity tends to concentrate, for example identity bonds, official inscriptions, language of instruction. The identity strengthening strategies in the respective ethnolects are then compared and discussed. The framework is based on sociological and anthropological theories, e.g.rational choice theory, functionalism as well as on the semiotic rich-get-richer principle, the paradigm of visual anthropology and the technique of visual essay.
Źródło:
Polish Sociological Review; 2006, 156, 4; 425-448
1231-1413
2657-4276
Pojawia się w:
Polish Sociological Review
Dostawca treści:
Biblioteka Nauki
Artykuł
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