While the commodification of English as a global language may give rise to varying degrees of political and economic benefits for language learners, a simultaneous “cost” of this return may be a continued perpetuation of various forms of hegemony. In this vein, this one-year case study investigated a Canadian post-secondary English as a Second Language (ESL) program that analyzed the interconnections between language and culture through a critical dialogic approach. Classroom observations, however, revealed that disjunctions existed between the pedagogy as it was conceptualized and the practices of the instructors teaching there and suggested that the “critical” discourses mediated within the language classrooms essentialized culture and, subsequently, the identities of the students. This paper presents the voices of students from Mainland China as they attempted to negotiate their local and global identities within the larger sociopolitical contexts of the English language, generally, and English language education, in particular. I argue that classroom discourses can (re)create subordinate student identities, thereby limiting their access not only to language-learning opportunities, but to other more powerful identities. This paper thus highlights how ESL pedagogies and practices might address and contest hegemonic discourses and concomitantly reimagine student identities in more emancipatory ways.
2021. Performing Speech Acts. In Redefining the Role of Language in a Globalized World [Advances in Linguistics and Communication Studies, ], ► pp. 71 ff.
Guerrettaz, Anne Marie
2020. “We are the mayas”: Indigenous language revitalization, identification, and postcolonialism in the Yucatan, Mexico. Linguistics and Education 58 ► pp. 100765 ff.
He, Fangzhi
2020. Identity Construction in Academic Writing of Student Writers Who Use English as an Additional Language: A Literature Review1
. Chinese Journal of Applied Linguistics 43:4 ► pp. 506 ff.
Khan, Shana Sanam
2020. A Narrative Literature Review of the Identity Negotiation of Bilingual Students Who are Labelled ESL. Interchange 51:4 ► pp. 361 ff.
Lu, Juexuan, Lifen He & Qi Shen
2020. LOTE (Languages Other than English) learners’ investment in learning languages. Círculo de Lingüística Aplicada a la Comunicación 84 ► pp. 55 ff.
Song, Juyoung
2020. Contesting and Negotiating Othering from Within: A Saudi Arabian Female Student’s Gendered Experiences in the U.S.. Journal of Language, Identity & Education 19:3 ► pp. 149 ff.
Thapa, Chura Bahadur
2019. Identity and Investment in Learning English and Chinese: An Ethnographic Inquiry of Two Nepali Students in Hong Kong. In Education, Ethnicity and Equity in the Multilingual Asian Context [Multilingual Education, 32], ► pp. 33 ff.
Fuentes, Ronald
2016. Language, identity, and citizenship in a U.S. University: immigrant English learners’ identity (re)positioning. Current Issues in Language Planning 17:3-4 ► pp. 405 ff.
Lee, Ena
2015. Doing culture, doing race: everyday discourses of ‘culture’ and ‘cultural difference’ in the English as a second language classroom. Journal of Multilingual and Multicultural Development 36:1 ► pp. 80 ff.
Stille, Saskia
2015. Identity as a site of difference: toward a complex understanding of identity in multilingual, multicultural classrooms. Intercultural Education 26:6 ► pp. 483 ff.
Gao, F.
2012. Teacher identity, teaching vision, and Chinese language education for South Asian students in Hong Kong. Teachers and Teaching 18:1 ► pp. 89 ff.
Ollerhead, Sue
2012. 'Passivity' or 'Potential'?: Teacher responses to learner identity in the low-level ESL classroom. Literacy and Numeracy Studies 20:1 ► pp. 63 ff.
Norton, Bonny & Kelleen Toohey
2011. Identity, language learning, and social change. Language Teaching 44:4 ► pp. 412 ff.
This list is based on CrossRef data as of 6 august 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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