Language and Identity: Discourse in the World

Cover\nHalf-title\nTitle\nCopyright\nDedication\nContents\nContributors\nPart 1: Theoretical Overview\n	1. Introduction\n		Themes of the book\n		References\n	2. The Identities of Language\n		Universal Grammar\n		Descartes’s theory of knowledge\n		Post-structural accounts of language and identity\n		Saussurean structuralism\n		Discourse and social practice\n		Social constructivism, intersubjectivity and cultural identity\n		Fairclough – discourse and social power relations\n		Rationale of systemic functional linguistics\n		Language as cultural capital; language as ideological capital\n		Conclusion\n		References\n	3. How Language Shapes Social Perception\n		Introduction\n		Linguistic relativity\n		Numbers in the minds\n		Language and identity\n		Language as indicator of identity\n		Conclusions\n		References\nPart 2: Languages, Discourses and Identities in the World\n	4. Quebec’s Shift from Ethnic to Civic National Identity: Implications for Language Attitudes Among Immigrants in Montreal\n		Introduction\n		Socio-historical background\n		Method\n		Participants\n		Procedure\n		Materials\n		Results\n		Discussion\n		Conclusion\n		Acknowledgements\n		Notes\n		References\n	5. Trilingualism and Uyghur Identity in the People’s Republic of China\n		Prologue\n		Introduction\n		The Uyghur language\n		Teaching and learning of Chinese by Uyghurs\n		English in Xinjiang\n		The study\n		Discussion\n		Acknowledgements\n		References\n	6. ‘Queensland for Ever & Augus un ballybug go braugh’: The Expression of Identity in Nineteenth-Century Irish Emigrant Letters\n		Introduction\n		Locating language in identity\n		Locating identity in first-generation emigrant letters\n		Conclusion\n		Notes\n		References\n	7. Indigenous Languages, Cultures and Communities in the Amazon: Strengthening Identities\n		Prologue\n		Introduction: Language death, culture death\n		Education in the Amazon region of Brazil: The historical context\n		Paulo Freire: Conscientização, Praxis and contextualism\n		New developments in native education in Brazil\n		Conclusion\n		References\nPart 3: Critical Pedagogies\n	8. The Language of Leisure and Physicality: Constructing and  Re-constructing Identity\n		Introduction\n		Leisure: A place for reconstructing adolescent identity\n		Unicycling: A lifestyle sport\n		Identity: Developing a sense of self\n		Culture and subculture: The link with language\n		Unicycling narratives: Constructing and reconstructing identity\n		Conclusion\n		References\n	9. Drama and the Identity of the Language Learner\n		Introduction: Language learning, dramatic play and identity\n		Negotiating ‘Thirdness’ through drama and game\n		Teacher plays a leading role\n		The third culture of the foreign language learner\n		Trainee confidence in L2 – class profile\n		Developing L2 identity through drama: The challenge\n		Learner subjects in this discussion: The trainee teacher\n		The developing picture of language learning in the United Kingdom\n		The primary practitioner: Complex identity\n		Drama in foreign language learning\n		Constructing a language portrait: First steps in overcoming lack of confidence\n		Workshop encounters with language learning\n		Perceived limitations in language subject knowledge\n		From ordinary to extraordinary stories\n		Into the unknown: How principles of learning are underpinned\n		Re-defining roles: From hesitant to confident L2 speaker\n		Foreign language identity: A cross-language comparison\n		The experience of speaking Spanish\n		The experience of speaking German\n		The primary practitioner in the classroom setting: Learner and teacher role\n		Language beyond words\n		References\n	10. Towards a Cultural Paradigm of Alterity in Modern Foreign Language (MFL) Learning\n		Introduction\n		Identity in language learning\n		The third identity issue as the negotiation of identities\n		Socio-economics and social investment as a motivating ideology in language learning\n		Cultural capital\n		Audibility\n		Dornyei’s theory of imagined future selves\n		A cultural theory\n		The third place\n		Exploration of identity in MFL learning\n		Self and ‘Other’\n		Conclusion\n		References\n	11. English Language Teacher Identity: A Framework for Teacher Learning and Professional Development\n		Abstract\n		Introduction\n		English language curriculum development and the role of the teacher\n		The role of identity\n		Identity, learning and communities of practice\n		Practice\n		Community\n		Identity\n		Meaning\n		InSITE\n		Mutual engagement\n		Joint enterprise\n		Conclusion\n		References\n	12. Conclusion\nIndex