Reconceptualising 'identity slippage': additional language learning and (L2) identity development.
This paper reconsiders the theoretical concept of 'identity slippage' by considering a detailed exegesis of three model conversations taught to learners of Japanese as an additional language. To inform my analysis of these conversations and how they contribute to identity slippage, I have used te wo...
| Publicado en: | Journal of Multilingual & Multicultural Development Vol. 30; no. 4; pp. 311 - 327 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=43430549&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 43430549 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01434632 41M jtl: Journal of Multilingual & Multicultural Development issn: 01434632 maglogo: N pubinfo: dt: 2009 vid: 30 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 43430549 10.1080/01434630902855798 ppf: 311 ppct: 16 formats: tig: atl: Reconceptualising 'identity slippage': additional language learning and (L2) identity development. aug: au: Armour, William affil: Department of Languages and Linguistics, University of New South Wales, Sydney, Australia su: Language & education Applied linguistics Language & languages Linguists Cultural identity Bilingual education Lemke, Jay sug: subj: Language & education Applied linguistics Language & languages Linguists Cultural identity Bilingual education Lemke, Jay keyword: acculturation bicultural bilingualism identity construction second language ab: This paper reconsiders the theoretical concept of 'identity slippage' by considering a detailed exegesis of three model conversations taught to learners of Japanese as an additional language. To inform my analysis of these conversations and how they contribute to identity slippage, I have used te work of the systemic-functional linguist Jay Lemke and the educational linguist James Paul gee as well as using the guiding principle of semogenesis. It is suggested that the three interrelated frames of correctness, norms, and conformity need to be accounted for in a discussion of how learning an additional language impacts of identity development. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2009 holdings: @attributes: islocal: N |
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