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Journal articles on the topic 'Cultural identity; English'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Mardar, Antoanela Marta. "TEACHING ENGLISH COLLOCATIONS AS MARKS OF LINGUSITIC AND CULTURAL IDENTITY." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 2, no. 2 (2018): 11–16. http://dx.doi.org/10.26520/mcdsare.2018.2.11-16.

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Setyaningrum, R. R. "CULTURAL ARTIFACTS IN STUDENTS’ LITERACY NARRATIVE." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 6, no. 1 (2019): 61. http://dx.doi.org/10.33394/jo-elt.v6i1.2353.

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Literacy narrative is students’ writing. The students write their experiences in pass about how they learn reading, writing, speaking or listening in English. Students’ literacy narrative tells their effort to change identity from positional identity to figurative identity by using cultural artifacts. This study presents to identify the cultural artifacts to improve the students’ figurative identity through students’ literacy narrative. The objectives of study are to identify the cultural artifacts that use to change their identity by using literacy narrative. Qualitative research used to identify the cultural artifacts through students’ literacy narratives assignment and interview. The samples of the study are 20 students of senior high school. The finding result showed cultural artifacts are as tools to change their identity as a poor writer to be a good identity. Based on the students’ literacy narrative almost all of the students change their identity by cultural artifacts as books and English program (extracurricular). But some others, they joined English course beyond the school’s program. Considering the findings, this research highlights the need several times to identify the kinds of students’ identity by using ethnography.

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Oprescu, Monica. "Cultural Identity Through CLIL." Romanian Journal of English Studies 12, no. 1 (2015): 34–39. http://dx.doi.org/10.1515/rjes-2015-0005.

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Abstract The CLIL approach is a modern manner of teaching English, which has been adapted in Romanian schools and universities. An interesting aspect of learning a foreign language is the contact with its culture/s and the changes it produces in terms of identity. Therefore, a challenging question to be answered is whether a CLIL approach focusing on culture influences students' cultural identity.

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4

Матузкова, О. П. "ENGLISH IDENTITY as a linguo-cultural hyperconcept." Writings in Romance-Germanic Philology, no. 1(34) (October 21, 2015): 90–95. http://dx.doi.org/10.18524/2307-4604.2015.1(34).51846.

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5

K, Tamilvanan, and Senthilkumar S. "Cultural Identity in R.K. Narayan’s the English Teacher." International Journal of Science Technology and Humanities 2, no. 1 (2015): 95–96. http://dx.doi.org/10.26524/ijsth40.

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6

Angus, Ian. "The Paradox of Cultural Identity in English Canada." TOPIA: Canadian Journal of Cultural Studies 10 (September 2003): 23–38. http://dx.doi.org/10.3138/topia.10.23.

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Qu, Weiguo. "English, Identity and Critical Literacy." Changing English 18, no. 3 (2011): 297–307. http://dx.doi.org/10.1080/1358684x.2011.602837.

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Albawardi, Areej, and Rodney H. Jones. "Vernacular mobile literacies: Multimodality, creativity and cultural identity." Applied Linguistics Review 11, no. 4 (2020): 649–76. http://dx.doi.org/10.1515/applirev-2019-0006.

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AbstractThis paper focuses on how advanced learners of English at a woman’s college in Saudi Arabia use Snapchat to communicate with their classmates. It examines not just the way the English language becomes a meaning making resource in these exchanges, but also how English is strategically mixed with photos, drawings, emoji’s, and other languages to create meanings, identities, and relationships. The theoretical framework used to understand these strategies is adopted from ‘geosemiotics’, an approach to discourse that focuses on how meanings (as well as identities and relationships) are created through the ways semiotic resources are arranged in physical space. The analysis highlights how Snapchat creates opportunities for female learners of English in Saudi Arabia to open up new ‘cultural spaces’, and how these spaces can facilitate their language learning. At the same time, it is argued, these new ‘cultural spaces’ are contingent on the various creative ways these learners make use of physical space. Implications for understanding the relationship between creativity and translanguaging are discussed.

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Li, Mo, and Mohammed Albakry. "Globalism and cultural tensions." Journal of Asian Pacific Communication 27, no. 1 (2017): 1–21. http://dx.doi.org/10.1075/japc.27.1.01li.

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Abstract Based on a corpus of 200 articles from the People’s Daily and the People’s Daily Overseas Edition collected from 2010 to 2012, we examined the representation of English, applying framing theory (Chong & Druckman, 2007). The results indicate four dominant frames shared by both newspapers: exclusion/oppression, warfare/protection, yardstick/benchmark, and bridge/needs. Both papers perceive the English language as a resource while constructing a Chinese identity fundamentally in competition with a Western identity reinforced by the English language. However, while both papers project the image of China as a unified, benign country proud of its linguistic and cultural heritage, the Overseas Edition seems more conscious in representing China as a motherland in need of protection from the threatening socio-cultural force of English. The article seeks to contribute to the growing body of research on language and identity in China, English and globalization, and the perception of English in the expanding circle.

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Parvez, Nafees. "Post-colonial Cultural Identity in Ondaatje’s The English Patient." Pakistan Social Sciences Review 4, no. I (2020): 1037–46. http://dx.doi.org/10.35484/pssr.2020(4-i)79.

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Stalker, James C. "Proper English: Readings in Language, History and Cultural Identity." World Englishes 13, no. 2 (1994): 283–85. http://dx.doi.org/10.1111/j.1467-971x.1994.tb00315.x.

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12

Egan, Sarah. "National identity and cultural resonance in English foxhunting movements." National Identities 16, no. 1 (2014): 71–90. http://dx.doi.org/10.1080/14608944.2013.877438.

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Parvez, Nafees. "Post-colonial Cultural Identity in Ondaatje’s The English Patient." Pakistan Social Sciences Review 4, no. I (2020): 1037–46. http://dx.doi.org/10.35484/pssr.2020(4-i)79.

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14

Yuan, Yang, and Lu Fang. "Cultivating College Students’ National Culture Identity Based on English Education." English Language Teaching 9, no. 5 (2016): 192. http://dx.doi.org/10.5539/elt.v9n5p192.

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<p>Our country is a multi-ethnic country with plentiful national culture achievements, and the development of the national culture shows a trend of diversity, so cultural identity construction is particularly important. Article analyzes the concept of national identity, the relation between cultural identity and ethnic identity, the present situation of national cultural identity in the English education in our country, and the English education and national culture identity education in surrounding neighbor countries, then proposes some suggestions of implementing national cultural identity education based on English Education.</p>

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15

Muhammad Ajmal, Dr. Fouzia Ajmal, and Dr. Sadaf Zamir Ahmed. "Influence of English Language on the Cultural Identity of Learners." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 4 (2020): 94–100. http://dx.doi.org/10.36902/rjsser-vol1-iss4-2020(94-100).

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The current research endeavored to find out the influence of English language learning on the Cultural Identity of Pakistani secondary school students. For purpose of investigation, 60 students of secondary level from private schools were selected for the data collection. A questionnaire consisting of close-ended questions was delivered to the participants to be filled in; the study had applied a quantitative method for data analysis. The result indicates that learning the English language has both positive and negative effects on student's Cultural Identity (CI). Learning the English Language is important, being the language of technology and lingua franca. But language never comes alone; it comes with its culture. The school students are getting affected by Western culture. This study has significant implications for further research work in this area.

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16

Degen, John A. "CULTURAL IDENTITY AND CROSS-CULTURAL ASSIMILATION: THE CASE OF NIGERIAN DRAMA IN ENGLISH." South African Theatre Journal 1, no. 2 (1987): 52–62. http://dx.doi.org/10.1080/10137548.1987.9687601.

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17

Donaldson, Meredith J., and Paul Cefalu. "Moral Identity in Early Modern English Literature." Sixteenth Century Journal 37, no. 3 (2006): 803. http://dx.doi.org/10.2307/20478019.

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18

Anastasova, Senka. "Decentring Identity (Cultural, Political, Gender Identity in The Museum of Unconditional Surrender by Dubravka Ugrešić)." Identities: Journal for Politics, Gender and Culture 6, no. 2-3 (2007): 295–314. http://dx.doi.org/10.51151/identities.v6i2-3.222.

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Author(s): Senka Anastasova | Сенка Анастасова Title (English): Decentring Identity (Cultural, Political, Gender Identity in The Museum of Unconditional Surrender by Dubravka Ugrešić) Title (Macedonian): Децентрирање на идентитетот (културен, политички, родов идентитет во Музејот на безусловното предавање од Дубравка Угрешиќ) Translated by (Macedonian to English): Senka Anastasova | Сенка Анастасова Journal Reference: Identities: Journal for Politics, Gender and Culture, Vol. 6, No. 2-3 (Summer 2007 - Winter 2008) Publisher: Research Center in Gender Studies - Skopje and Euro-Balkan Institute  Page Range: 295-314 Page Count: 20 Citation (English): Senka Anastasova, “Decentring Identity (Cultural, Political, Gender Identity in The Museum of Unconditional Surrender by Dubravka Ugrešić),” Identities: Journal for Politics, Gender and Culture, Vol. 6, No. 2-3 (Summer 2007 - Winter 2008): 295-314. Citation (Macedonian): Сенка Анастасова, „Децентрирање на идентитетот (културен, политички, родов идентитет во Музејот на безусловното предавање од Дубравка Угрешиќ)“, Идентитети: списание за политика, род и култура, т. 6, бр. 2-3 (лето 2007 - зима 2008): 295-314.

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19

Hui, Huang, and Yanying Lu. "Interactions of cultural identity and turn-taking organisation." Chinese Language and Discourse 4, no. 2 (2013): 229–52. http://dx.doi.org/10.1075/cld.4.2.03hua.

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Conversation Analysis (CA) has been used to reveal cultural groups with which an individual identifies him- or herself as interactants are found to practice identity group categories in discourse. In this study, a CA approach — the organisation of turn-taking in particular — was adopted to explore how a senior Chinese immigrant in Australia perceived her own identity through naturally occurring conversations with two local secondary school students, one being a non-Chinese-background English monolingual and the other a Chinese-background Cantonese-English bilingual. How the senior initiated and allocated her turns in four conversations is taken to reflect the way in which she perceived herself and her relationship with her interlocutor(s). The findings suggest that the senior’s cultural identity is not static but emerging and constructed in the conversations with her interlocutors over interactive activities. As such, this study contributes to our understanding of the nature of identity and the role of conversational interaction in negotiating cultural identities.

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20

Wang, Chun, Xueting Zhou, and Jiansheng Chen. "Chinese Borrowings in English, Chinese Cultural Identity and Economic Development." Open Journal of Modern Linguistics 07, no. 02 (2017): 75–89. http://dx.doi.org/10.4236/ojml.2017.72007.

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21

Higman, B. W. "Cookbooks and Caribbean cultural identity : an English-language hors d'oeuvre." New West Indian Guide / Nieuwe West-Indische Gids 72, no. 1-2 (1998): 77–95. http://dx.doi.org/10.1163/13822373-90002600.

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Analysis of 119 English-language cookbooks (1890-1997) published in or having to do with the Caribbean. This study of the history of cookbooks indicates what it means to be Caribbean or to identify with some smaller territory or grouping and how this meaning has changed in response to social and political developments. Concludes that cookbook-writers have not been successful in creating a single account of the Caribbean past or a single, unitary definition of Caribbean cuisine or culture.

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22

Strang, Veronica. "Substantial Connections: Water and Identity in an English Cultural Landscape." Worldviews: Global Religions, Culture, and Ecology 10, no. 2 (2006): 155–77. http://dx.doi.org/10.1163/156853506777965820.

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AbstractAs a material substance, essential to every organic process, water literally constitutes human "being", providing a vital "natural symbol" of sociality and of human-environmental interdependence. Its particular qualities of fluidity and transmutability lend themselves to a stream of metaphors about flows and interconnections, and to ideas about spatio-temporal change and transformation. Moving constantly between internal and external environments, water facilitates scheme transfers between conceptual models of physiological, social and ecological processes. Representing "orderly" flows and balances in each of these, it is vulnerable to pollution at various levels, with concerns about material pollution readily transferred to ideas about social and cultural disorder. In particular, metaphors employing water imagery dominate discourses about individual and cultural identities and the maintenance—or dissolution—of social boundaries.Based on ethnographic research in Dorset, this paper explores these themes and considers how human engagements with water—in the home, and through interaction with rivers and water supply infrastructure—mediate individual, familial and wider collective identities in a shifting cultural " fluidscape" of social, spatial, economic and political relationships. It suggests that, in a post-modern social milieu, images of water and identity vie with more grounded metaphors of landscape, place and location, assisting debates about the potential for fluidity in human constructions of identity.

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23

Schäffner, Raimund. "Carnival, Cultural Identity, and Mustapha Matura's ‘Play Mas’." New Theatre Quarterly 18, no. 2 (2002): 186–95. http://dx.doi.org/10.1017/s0266464x0200026x.

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Carnival has been appropriated in many ways – by cultural critics after Bakhtin, who expanded the pre-Lenten festival to embrace all such inversions of the established order; by elegant maskers imposing their own social status on the celebration; and more recently by popular entertainers, creating the kind of mass event typified by the midsummer carnival at Notting Hill, divorced alike from religious and calendric associations. Here, Raimund Schäffner considers the critique dramatized in Mustapha Matura's Play Mas (1974) of the appropriation of carnival by the dominant political forces of the state in the context of the Trinidadian inheritance of social and racial tensions, colonial and post-colonial – the context also for the dismissal of the event as socially divisive rather than socially critical by such a figure as Derek Walcott. Raimund Schäffner teaches English and post-colonial literature in the English Department at the University of Heidelberg. He is the author of a book on David Edgar and British political drama after 1968, and of articles on David Edgar, Howard Brenton, Caryl Churchill, and Doug Lucie.

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24

Baxter, G. M. "Clothes, Men and Books: Cultural Experiences and Identity in the Early Novels of Anita Brookner." English 42, no. 173 (1993): 125–39. http://dx.doi.org/10.1093/english/42.173.125.

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25

Yang, Jingmin. "A Narrative Inquiry of Identity Construction in a Post-Colonial Context: Hybrid Identity of a Young Generation Hongkonger." Journal of Innovation and Social Science Research 8, no. 7 (2021): 95–99. http://dx.doi.org/10.53469/jissr.2021.08(07).17.

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Identity construction is a complex issue, especially for Hongkongers. Due to historical reason, Hongkongers are regarded to have multiple languages and dual identities, which is hybridity of Chinese (eastern) culture and English (western) culture. Based on the method of narrative inquiry, this study explores how a young generation Hongkonger constructs her identity in a post-colonial context and provides evidence of Hongkonger’s hybrid identity. On the one hand, Hongkongers desire permission to be accepted in the certain cultural communities. On the other hand, they are excluded by both the Chinese community and the English community from a cultural point of view, which leads to localism in Hongkong. As a result, they are like cultural orphans wandering in the cultural “in-between” space.

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Lowenthal, David. "British National Identity and the English Landscape." Rural History 2, no. 2 (1991): 205–30. http://dx.doi.org/10.1017/s0956793300002764.

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Heritage is a messy concept ill-defined, heterogeneous, changeable, chauvinist – and sometimes absurd. In a TV programmer's words, just as ‘lifestyle has replaced life, heritage is replacing history'. Rather than ‘history’, Philadelphia's tourist boss now ‘talk[s] about heritage – it sounds more lively’. It is also more equivocal; as Walter Benjamin put it, every cultural treasure that is a ‘document of civilization is at the same time a document of barbarism’. Yet for all its ambiguity, ‘the idea of “Heritage” [is] one of the most powerful imaginative complexes of our time’.

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Al-Omar, Nibras A. M. "Cultural Identity in Sinan Antoon’s Self-Translated “The Corpse Washer”." International Journal of English Linguistics 8, no. 2 (2017): 215. http://dx.doi.org/10.5539/ijel.v8n2p215.

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Self-translation can be a powerful tool in the transmission of cultural identity. The Baghdad-born American Sinan Antoon, as self-translator of his successful novel “The Corpse Washer”, was awarded the Banipal Saif Ghobash prize for his invisibility and fluency in the Target Language, English. Accordingly, he is expected to have domesticated the Source Text cultural idiosyncrasies in the Target Text at the expense of accuracy, and met the English reader expectations in consequence. Apparently, he has accomplished a readable translation. Still, it is assumed that he has also chosen to be visible in many instances of his self-translation. Such visibility is substantiated by retaining the Arabic cultural items in English through foreignization. There is ambivalence here. Antoon’s intended visibility as a self-translator is attributed to his emotional and cultural involvement in the cause of his country of origin, Iraq. His self-translation is an attempt to avoid cultural alienation, make a difference, let the Target Text readers be aware of his cultural identity, and achieve universality.

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Alvayero Ricklefs, Mariana. "Young English Learners Re-Construct Their Literacy Identity." International Journal of Learner Diversity and Identities 27, no. 1 (2020): 15–31. http://dx.doi.org/10.18848/2327-0128/cgp/v27i01/15-31.

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Benson, Phil. "English and identity in East Asian popular music." Popular Music 32, no. 1 (2013): 23–33. http://dx.doi.org/10.1017/s0261143012000529.

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AbstractLinguistic diversity poses a significant but not insuperable obstacle to transnational flows of popular music in East Asia. This paper reviews strategies that are used to overcome language barriers, especially the use of English by mainstream artists. Although this strategy has met with some success, it can be problematic in that it involves the negotiation of new artist identities with audiences. This negotiation of identities is illustrated by an analysis of YouTube comments on two English-language music videos by established Asian-language singers – Tata Young's ‘Sexy, Naughty, Bitchy’ and Utada Hikaru's ‘Easy Breezy’, which indicates that language, ethnic and gender identities are all problematised when these singers choose to sing in English.

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Li, Jia, Juan Dong, and Wei Duan. "Identity Options and Cultural Representations in English Textbooks Used in Cambodia." Asian Social Science 15, no. 11 (2019): 60. http://dx.doi.org/10.5539/ass.v15n11p60.

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Language textbooks play an important role in bridging learners&rsquo; understanding between the source culture and target culture. This study explores how the Cambodian and foreign characters are produced and how the source and target cultures are represented in three English language textbooks published by the Cambodian Ministry of Education, Youth and Sport (MoEYS). The data were collected from textbook passages, exercises and images presented in the textbooks and the data were analyzed based on the emerging themes in language and cultural representations of the textbooks. The findings indicate that regarding the distribution in the target communities, Anglophone and their postcolonial countries are prominently highlighted in the textbooks with the exception that Japan is exclusively introduced as imagined interlocutor for cultural communication; concerning the representation of the source culture, Buddhism and Khmer are constructed as legitimate forms of Cambodian practices. Based on the findings, we argue that English textbooks produced in Cambodia have not provided Cambodian youth with balanced exposure of cultural diversity. The study has implications for designing English textbooks with the consideration of diverse identity options and cultural representations.

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Deng, Wensheng. "Beyond Identity Problem: Perspective of a Chinese Teacher of English." Theory and Practice in Language Studies 10, no. 2 (2020): 197. http://dx.doi.org/10.17507/tpls.1002.07.

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With intensive globalization, Chinese teachers of English have more and more involved into cross-cultural communication. Throughout the communication, cultural conflicts have also arisen. Thus, Chinese English teachers have to face the conflicts in their teaching practice. For their specific and unique role, they are in the dilemma to either preserve his identity of Chinese culture or lose it to get a new identity of English culture. That is why the thesis has started to explore. The thesis digs out the reasons which have led to the conflicts of cultural identity---ideologies, the roots of the conflicts. As to the crisis of identity, the thesis offers the following solutions to Chinese English teachers. First, he should have a kind of consciousness or experience of Chinese culture and Western culture; second, he should get something critical in absorbing other cultures; third, he should remember that it is his goal to cultivate young generation with proper identity of moral attitudes, beliefs, personalities and values.

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32

Kim, Caroline. "The examination of the test of English as a foreign language (TOEFL): Evident disparities between world Englishes and standard English." Westcliff International Journal of Applied Research 1, no. 2 (2017): 16–23. http://dx.doi.org/10.47670/wuwijar201712ck.

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While many English Language Learners (ELLs) embark on a path towards higher education in universities centered around Standardized English, they must undergo rigorous training to prepare for these demanding TOEFL exams. Students that have been exposed to World Englishes, or lingua francas, for communicative purposes are now asked to abandon these English varieties to assume the elevated importance of the Standardized form of English implemented across universities around the world. This paper analyzes the juxtaposition and negotiation of these languages as learners are often encumbered with not only linguistic barriers but cultural hindrances that contribute to identity displacement. As language is deeply entrenched in one’s cultural background, it is necessary to reflect on how these English proficiency exams negate the learner’s L1 along with the unique qualities that they strongly identify with.

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Safatian, Fakhereh. "Queer English Language Teacher Identity: A Narrative Exploration in Iran." Journal for the Study of English Linguistics 8, no. 1 (2020): 181. http://dx.doi.org/10.5296/jsel.v8i1.17452.

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This qualitative study explores the narratives of a queer female English teacher to understand (a) how Iranian cultural, familial, and relational discourses influence feelings of “belonging” for queer Iranian women, and (b) how queer Iranian women cope with the challenges of being both LGBTQ and Iranian. Interviews were analyzed using grounded theory analysis, revealing that queer Iranian women experience feelings of cultural isolation as a result of the homosexual identity delegitimization that is often perpetuated within the Iranian community. The Participant copes by creating cultural distance between herself and the Iranian community when she experiences this isolation.

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Cloke, P., M. Goodwin, and P. Milbourne. "Cultural Change and Conflict in Rural Wales: Competing Constructs of Identity." Environment and Planning A: Economy and Space 30, no. 3 (1998): 463–80. http://dx.doi.org/10.1068/a300463.

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In this paper we suggest that understandings of social and cultural recomposition in areas of rural Wales need to consider issues of interacting and competing identities. We explore notions of cultural identity, change, and conflict in four areas of rural Wales, based on recent research involving interviews with around 1000 households. Attention is focused on the interplay between different scales of identity constructs: national-scale constructs of English and Welsh identities; regional constructs of Welsh identity; and more localised identity constructs. In the context of the first of these identity constructs, we consider Cohen's notions of significant ‘others’ and symbolic boundaries as a means of understanding processes of English in-movement to areas of the Welsh countryside.

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Millrood, Radislav P. "Educational course of english and cultural identity of pre-school learners." Yazyk i kul'tura, no. 4(32) (December 1, 2015): 113–26. http://dx.doi.org/10.17223/19996195/32/11.

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36

Rooms, Nigel. "English and Christian? Negotiating Christian Cultural Identity through Imaginative Theological Pedagogy." Practical Theology 3, no. 1 (2010): 69–80. http://dx.doi.org/10.1558/prth.v3i1.69.

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Orlova, T. G., A. A. Kolosova, Y. S. Medvedev, and S. A. Barov. "EXPRESSING OF NATIONAL AND CULTURAL IDENTITY IN ENGLISH AND RUSSIAN PROVERBS." RUDN Journal of Language Studies, Semiotics and Semantics 9, no. 2 (2018): 320–34. http://dx.doi.org/10.22363/2313-2299-2018-9-2-320-334.

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Lewandowska-Tomaszczyk, Barbara. "Identity, emotions and cultural differences in English and Polish online comments." International Journal of Language and Culture 4, no. 1 (2017): 47–71. http://dx.doi.org/10.1075/ijolc.4.1.04lew.

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Abstract The focus of the present paper is to examine the extent to which the language used in Computer-Mediated Communication (CMC) and online discourse emotional behavior are good predictors of individual and group cultural types and their identities. It is argued that the identity marking CMC interactants develop has to be stronger, more salient, and, possibly less ambiguous than that used in direct conversation and that the emotionality markers the users apply in their discussion, particularly those engaging negative emotions and reflecting negative judgments, are argued to be used by online discussants for the purpose of increasing the CMC commentators’ conversational visibility. The questions of cultural and linguistic divergence between English and Polish emotional communication patterns are the main points discussed. Three sets of corpus materials are used and the research methodology involves both the qualitative analysis of the emotion types as well as a quantitative (frequency) approach, particularly with respect to culture-specific corpus-generated collocation patterns.

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Blöhdorn, Lars M., and Jannike K. Schwarten. "3. Signaling Identity through Discourse: Cultural Impacts on the English Language." English and American Studies in German 2015, no. 1 (2015): 3–4. http://dx.doi.org/10.1515/east-2016-0004.

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40

Harris, Alexandra. "English journeys. National and cultural identity in 1930s and 1940s England." National Identities 20, no. 4 (2016): 426–28. http://dx.doi.org/10.1080/14608944.2016.1209959.

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Marranci, Gabriele. "“We Speak English”." Ethnologies 25, no. 2 (2004): 59–75. http://dx.doi.org/10.7202/008048ar.

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Abstract Language is an important identity marker and is often a symbol of immigrants’ resistance to assimilation within the host societies. Indeed, by speaking their own languages, immigrants in Europe develop their transnational identities and set up defensive boundaries against possible cultural homogenisations. This is particularly relevant for Muslim immigrants, since Arabic is both an identity and a religious symbol. In many European mosques, Muslims consider Arabic as the only acceptable language. In particular the khutbat [Friday sermon] should be written and read in Arabic. In contrast, Muslims in Northern Ireland, who have developed their ummah [community of believers] in the only mosque and cultural centre they have (located in the Northern Ireland’s capital, Belfast), have selected English as their main community language. In this article, the author analyzes the reasons that have brought this Muslim community to use English as a complex metaphor of their peculiar social-cultural position within Northern Irish society.

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Bokhorst-Heng, Wendy D. "Style, identity and literacy: English in Singapore." Journal of Multilingual and Multicultural Development 34, no. 5 (2013): 491–93. http://dx.doi.org/10.1080/01434632.2013.803714.

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King, Barnaby. "The African-Caribbean Identity and the English Stage." New Theatre Quarterly 16, no. 2 (2000): 131–36. http://dx.doi.org/10.1017/s0266464x00013646.

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In the first of two essays employing academic discourses of cultural exchange to examine the intra-cultural situation in contemporary British society, published in NTQ 61, Barnaby King analyzed the relationship between Asian arts and mainstream arts in Britain on both a professional and a community level. In this second essay he takes a similar approach towards African–Caribbean theatre in Britain, comparing the Black theatre initiatives of the regional theatres with the experiences of theatre workers themselves based in Black communities. He shows how work which relates to a specific ‘other’ culture has to struggle to get funding, while work which brings Black Arts into a mainstream ‘multicultural’ programme has fewer problems. In the process, he specifically qualifies the claim that the West Yorkshire Playhouse provides for Black communities as well as many others, while exploring the alternative, community-based projects of ‘Culturebox’, based in the deprived Chapeltown district of Leeds. Barnaby King is a theatre practitioner based in Leeds, who completed his postgraduate studies at the University of Leeds Workshop Theatre in 1998. He is now working with theatre companies and small-scale venues – currently the Blah Blah Blah company and the Studio Theatre at Leeds Metropolitan University – to develop community participation in

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Devi, Khulen Manglembi, Hijam Sarojini Devi, and Moirangthem Maltina Devi. "Kabui –Naga Household Handicrafts: The Mirror of Cultural Identity." International Journal of Humanities and Social Science 7, no. 6 (2020): 33–36. http://dx.doi.org/10.14445/23942703/ijhss-v7i6p105.

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Devi, Khulen Manglembi, Hijam Sarojini Devi, and Moirangthem Maltina Devi. "Kabui –Naga Household Handicrafts: The Mirror of Cultural Identity." International Journal of Humanities and Social Science 7, no. 6 (2020): 33–36. http://dx.doi.org/10.14445/23942703/ijhss-v7i6p105.

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Wahyuni, Yunita Dewi, Novalia Rizkanisa, Iskandar Abdul Samad, and Bukhari Daud. "Experiencing English: A Textbook Evaluation on the Cultural Loads." Al-Ta lim Journal 26, no. 3 (2020): 254–66. http://dx.doi.org/10.15548/jt.v26i3.555.

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This research aimed at investigating the cultural contents implied in the English textbook entitled Experiencing English. A qualitative method was used in this research which analyzed the English textbook. The data source of this research was the English textbook for Junior High School students entitled Experiencing English. The instrument used for collecting data was only from documentation in form of textbook. Then the data were analyzed by using Byram et al. (1994) framework to investigate the aspects of culture. In this research analyzed the nine aspects that have to be included in the EFL textbook. The result showed that stereotypes and national Identity is more frequently used in experiencing English. This aspect represents the target culture stereotypes and national identity which is commonly focused on the British and American culture. Finally, the conclusion led to the cultural content that is frequently used in Experiencing English textbook is target language culture. Notwithstanding, the source/local culture values as drafted in the 2013 Curriculum is still implied in the textbook as intended to enable the students to reflect their own culture in English.

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Moody, Ellen, and Alistair Fox. "The English Renaissance: Identity and Representation in Elizabethan England." Sixteenth Century Journal 29, no. 2 (1998): 511. http://dx.doi.org/10.2307/2544532.

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Sabaruddin, Sabaruddin. "English Language Learning of Indonesian Students during Study Abroad Program in Australia." Indonesian TESOL Journal 1, no. 1 (2019): 27–40. http://dx.doi.org/10.24256/itj.v1i1.543.

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This article discusses how the transformation of identity and cultural learning influence the English language learning of Indonesian students during their study program. This article is divided into three different sections of discussions in order to elaborate this issue comprehensively. Firstly, the identity change during the study abroad program is discussed by utilising the concept of identity. Subsequently, the process of identity transformation of Indonesian students during their study abroad is further elaborated through the identity movement theory. Secondly, the process of cultural learning during study abroad program is explained regarding English language learning of Indonesian students. Thirdly, how the students’ identity transformation and cultural learning impact on English language learning is also be analysed. In conclusion, the role of identity transformation and intercultural learning is significant in the enhancement of English language proficiency of the students during the study overseas program. Furthermore, the process of English language learning transforms the students’ identities through the students’ engagement in the new sociocultural condition. The transformation of students’ identity occurs in three steps of identity movement which are molar, molecular and line of flight identity. The transformation also lies in intercultural learning which later develops the students’ intercultural awareness and understanding. That is to say, study overseas can transform the students’ identity and facilitate cultural learning in which both are beneficial in enhancing the English language proficiency of the student. Besides that, study abroad program also constructs difference between individuals who pursue study overseas and who do not.

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AL-SAGGAF, MOHAMMAD, Fazelinah Fazeli Kader, Aleaa Nur Insyirah Alias, and Nurul Azleena Abdul Raof. "Level of Attachment of Malaysian TESL Students Towards Their Cultural Identity." International Journal of Language and Literary Studies 2, no. 4 (2020): 63–82. http://dx.doi.org/10.36892/ijlls.v2i4.458.

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Although it is encouraged for students to explore other cultures and be equipped with world knowledge, the basis of patriotism and love for the country must be embedded to ensure the nation has a sense of pride and belonging. This paper attempts to provide a preliminary investigation for the components of the cultural identity from a Malaysian standpoint, the level of attachment of Malaysian Teaching English as a Second Language (TESL) students to their cultural identity as well as factors affecting this relationship. Thus, quantitative method was adopted for this study to identify the level of attachment of Malaysian TESL students to their cultural identity. A questionnaire was distributed online to the participants from all three main races in Malaysia with TESL background and the data was analysed using SPSS. The findings of this study have shown that despite the extensive exposure to and involvement with the English language and culture, the level of attachment of Malaysian TESL students towards their cultural identity is high with regards to all three major components: national language, food and cultural spaces.

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Temple, Liam Peter. "Mysticism and Identity among the English Poor Clares." Church History 88, no. 3 (2019): 645–71. http://dx.doi.org/10.1017/s0009640719001811.

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This article explores the newly catalogued manuscripts of the English Poor Clares preserved in Palace Green Library, Durham. It argues that the collection advances our understanding of the spirituality of the Poor Clares, a group who have received substantially less attention than their Benedictine and Carmelite counterparts. Focusing on manuscript evidence relating to mysticism at the convents of Aire and Rouen, it suggests three areas of interest to scholars of English women religious and recusant Catholic spirituality. First, it explores how a dual understanding of unio mystica in the convents converted wider concepts of anonymity and self-effacement into a radical form of authorial poverty. Through this, the nuns sought not only to unite with God but also achieve a symbolic union with each other. Secondly, it explores how the physical objects of the crucifix and Eucharist served to inspire a deeper mystical pattern of growth within the souls of the nuns. It suggests that feast days and specific times of the year, especially building up to Easter, had a profound effect on spiritual outpourings. Finally, the article explores the importance of the concept of the “heavenly Jerusalem” to the Poor Clares, revealing its centrality to their understanding of their life as a pilgrimage and their own lived experience as exiles.

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