LEADER 03296nam 22005415 450 001 9910880701203321 005 20241002160355.0 010 $a1-78309-055-3 010 $a1-78309-057-X 010 $a1-78309-056-1 024 7 $a10.21832/9781783090563 035 $a(CKB)2550000001120759 035 $a(EBL)1420627 035 $a(OCoLC)863821756 035 $a(MiAaPQ)EBC1420627 035 $a(DE-B1597)491506 035 $a(OCoLC)859388722 035 $a(DE-B1597)9781783090563 035 $a(EXLCZ)992550000001120759 100 $a20200707h20132013 fg 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aIdentity and Language Learning $eExtending the Conversation /$fBonny Norton 205 $a2nd ed. 210 1$aBlue Ridge Summit, PA :$cMultilingual Matters,$d[2013] 210 4$dİ2013 215 $a1 online resource (225 p.) 300 $aDescription based upon print version of record. 311 $a1-78309-054-5 311 $a1-299-92707-6 320 $aIncludes bibliographical references and index. 327 $tFrontmatter --$tContents --$tPreface --$tIntroduction --$t1 Fact and Fiction in Language Learning --$t2 Researching Identity and Language Learning --$t3 The World of Adult Immigrant Language Learners --$t4 Eva and Mai: Old Heads on Young Shoulders --$t5 Mothers, Migration and Language Learning --$t6 Second Language Acquisition Theory Revisited --$t7 Claiming the Right to Speak in Classrooms and Communities --$tAfterword --$tReferences --$tIndex 330 $aIdentity and Language Learning draws on a longitudinal case study of immigrant women in Canada to develop new ideas about identity, investment, and imagined communities in the field of language learning and teaching. Bonny Norton demonstrates that a poststructuralist conception of identity as multiple, a site of struggle, and subject to change across time and place is highly productive for understanding language learning. Her sociological construct of investment is an important complement to psychological theories of motivation. The implications for language teaching and teacher education are profound. Now including a new, comprehensive Introduction as well as an Afterword by Claire Kramsch, this second edition addresses the following central questions: - Under what conditions do language learners speak, listen, read and write? - How are relations of power implicated in the negotiation of identity? - How can teachers address the investments and imagined identities of learners? The book integrates research, theory, and classroom practice, and is essential reading for students, teachers and researchers in the fields of language learning and teaching, TESOL, applied linguistics and literacy. 606 $aSecond language acquisition 606 $aLanguage and languages$xStudy and teaching 615 0$aSecond language acquisition. 615 0$aLanguage and languages$xStudy and teaching. 676 $a418.0071 700 $aNorton$b Bonny$4aut$4http://id.loc.gov/vocabulary/relators/aut$0290552 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910880701203321 996 $aIdentity and language learning$9256017 997 $aUNINA