Dissertations / Theses: 'Language identity construction'

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Jacobs, Jenny Eva. "Language Ideologies and Identity Construction Among Dual Language Youth." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703.

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Cross-cultural learning and identity formation are an under-theorized but fundamental aspect of dual language bilingual schools, where heritage speakers and English-only learners of a foreign language are educated together through immersion in both languages (Parkes, Ruth, Anberg-Espinoza & de Jong, 2009; Reyes & Vallone, 2007). Previous research on dual language programs has shown that despite careful program designs to treat each language equally, asymmetries between Spanish and English still play out even in well-implemented programs (Palmer, 2004; Potowski, 2005). Observation of such inequalities at the Espada School, a highly successful Spanish/English dual language school, spurred the current study, which seeks to explore in greater depth the language ideologies held by youth in such a setting. In-depth interviews and group discussions were conducted with six middle school students who had attended the school for eight years. Drawing on Foucauldian discourse analysis and sociocultural linguistics (Bucholtz & Hall, 2005; Willig, 2009), the study sought to answer the following questions: 1) What discourses do bilingual youth at a dual language middle school draw on to talk about Spanish and English, and about speakers of each language? 2) How do they deploy these discourses of language for identity-building and world-building? Three discourses of language were identified. The first, language as utilitarian, emphasizes the functional or practical use of language as a resource or tool. The second, language as internal, constructs language as a skill, proficiency, quality or accomplishment that is located inside the individual person. The last, language as connecting or excluding, treats language as a means of relationship-building and understanding or as leading to division between people. Analysis reveals the ways that these discourses were deployed in different ways by each participant to construct their own identities with respect to their future, their everyday language interactions and their perceptions of the relationship between language and ethnicity. The study contributes to a theoretical understanding of ethnolinguistic and sociocultural identity formation from a youth perspective. Recommendations are also made for dual language educators interested in expanding the discourses of language available to students as one way of countering the lower status of Spanish.

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Trejo-Guzman, Nelly Paulina. "The teacher self construction of language teachers." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97914.

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The main purpose of this thesis is to deepen the current understanding of how the teacher self is constructed. Specifically, the study intends to integrate into this understanding the way in which language personal, professional, and student teacher identities inform this process. A special emphasis is placed on the role that language teachers’ life histories play on the construction of teacher selves. Narrative research constitutes the research design for this thesis project since I strongly believe that selves are narratively constructed through stories. This study is focused on the storied self (Chase, 2005) that is co-constructed between the researcher and narrator that reveals how personal, professional, and student teacher identities resist and interact with discursive environments in order to create and recreate a language teacher’s self. Life histories constitute the source of data collection in this study. This facilitated the construction of a broader understanding of how six language teachers’ personal, professional, and student teacher identities are shaped throughout a lifetime and the way these impact the formation of the teacher self. The results suggest that language teachers’ selves are in close relation to emotions. Language teachers negotiate their identities and emotions in order to make sense of the different sets of values that the social context presents to them. This in turn leads them to create/recreate their own teacher selves that serve as sources of agency that generates new sets of social/moral rules or stagnation that leads to the preservation of the current status quo. The thesis concludes by providing a series of suggestions tailored to the needs of the teaching context where this research took place with the purpose of fostering a continuous engagement with individual actors and socio-cultural factors that motivate transformation through reflection.

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Aljehani, Khulod. "NOVICE ENGLISH LANGUAGE SAUDI TEACHERS BUILDING PROFESSIONAL IDENTITY." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1777.

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This study is a qualitative examination of the construction of identities of three novice English teachers at one university-level institute in Saudi Arabia. The study uses multiple theoretical frameworks to build a narrative describing construction of these identities: Goffman’s (1959; 1963; 1974) performing, frame analysis, and spoiled identity concepts, Anderson’s (1991) imagined community, Canagarajah’s (1996) “from bottom up” narrative style, Wenger’s (1998) three modes as a framework of the identity construction, and Pinar and Grumet’s (1976) currere. The purpose of this study is twofold: (a) to offer a rich description of how novice, nonnative English speakers (NNES), especially teachers, constructed their identities and their positions, both inside and outside the classroom, and how they negotiated their access to power and were perceived as legitimate bilingual English teachers, as it pertains to the NNES label, and (b) theoretical multiplicity establishes a novel methodological approach to use narrative as a research tool that can fully capture the complexity of novice teachers’ identities. These purposes are embedded in an action and movement to remove stigmas that NNES English Language teachers experience because of the NNES label given to them and their learners (Kamhi-Stein, 2016). This study adopted the interview autobiographical narrative approach, reflections, and observations inside and outside the classroom because of the many life stories that were shared as a window or frame into understanding the participants’ experiences as English Language teachers. The findings suggest that the dichotomy of the native and nonnative English speaker is power-driven and political, rather than linguistic power (Canagarajah, 1999; Phillipson, 1992). This study’s participants were able to strategically position themselves as legitimate speakers where they were able to show a part of their identity that was worthy of investment. Their investment did not fit the community of practice (CoP) expectations. They were able to build relationships with the CoP and they felt satisfied in their job positions.

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Lück, Kerstin. "Language and identity in late modernity : the interdiscoursal construction of identity in a multicultural university classroom /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.

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Wunseh, Quinta Kemende. "Language brokering and identity construction: Exploring immigrant children's language practices in a multilingual South African context." University of the Western Cape, 2018. http://hdl.handle.net/11394/5837.

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Philosophiae Doctor - PhD ( Language Education) The purpose of the research was to examine the relationship between identity construction and English second language (L2) learning through language brokering. Its focus was on how immigrant children served as language brokers for their parents and other immigrants in South African multilingual contexts. Through the lens of the Sociocultural, Poststructural and Phenomenological Variant Ecological System (PVEST) theories, the study unravelled the nexus between children's language brokering and identity construction through English (L2) which is the main medium of instruction in South African schools. I argued that identity construction in a second language and through language brokering is a fluid phenomenon which is influenced by a number of factors and which should be understood within a particular context, particularly in multilingual environments. This study was based on a qualitative case study research design. It was conducted in two primary schools in one semi-urban area in Cape Town, Western Cape. The study employed a snowball sampling which involved immigrant children of different ages from Francophone countries. The children's parents and their teachers also formed part of the study. Data was collected by means of semi-structured interviews with immigrant children or learners and their parents. The Francophone immigrant children were observed outside the classroom in order to establish how they interacted with their peers on school playgrounds. The immigrant learners' personal narratives were collected and analyzed to enhance triangulation. Thematic analysis was used to understand how immigrant children acted as language brokers, and how they negotiated and constructed their identities through English (L2) learning. The findings of this study indicated that Francophone immigrant children navigated different spaces with regard to language brokering. Some of the children displayed excitement and positive attitudes towards language brokering as a means of integration in the host country, while others perceived language brokering as a source of stress and frustration. Parents expressed pride towards their children as language brokers and they viewed language brokering as a vehicle to access better life opportunities through English (L2) learning. Teachers showed empathy towards children who acted as language brokers, but they experienced challenges with regard to accommodating language diversity in their classrooms due to the complex nature of multilingual practices in South Africa. Overall, language brokering was viewed as a mediated activity with implications for immigrant children's identity construction through exposure to English (L2) which perpetuates the hegemonic status of English in South Africa. The study concluded that language brokering, language learning and identity construction are mutually constituted concepts which influence each other. Through language brokering, immigrant children's identities could be seen as being fluid as they shifted from one language to another.

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Carazzai, Marcia Regina Pawlas. "The process of identity (re)construction of six brazilian english language learners." reponame:Repositório Institucional da UFSC, 2013. https://repositorio.ufsc.br/xmlui/handle/123456789/122581.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês, Florianópolis, 2013. Made available in DSpace on 2014-08-06T17:06:25Z (GMT). No. of bitstreams: 1 323517.pdf: 1107593 bytes, checksum: 1554857b8ff8561a54fa3c8ad2501cbb (MD5) Previous issue date: 2013 Este estudo qualitativo investiga o processo de (re)construção identitária de seis aprendizes brasileiros de língua inglesa. O estudo enfocou nas experiências mais memoráveis dos participantes em relação à aprendizagem da língua inglesa ao longo de suas vidas; nos seus investimentos na aprendizagem de inglês; nas comunidades imaginadas significativas em suas experiências de aprendizagem da língua; nas posições de sujeito que os participantes assumiram em suas turmas na universidade; e nas posições de sujeito que assumiram em relação à língua inglesa. Os dados foram gerados com seis alunos fazendo o curso de graduação em Letras-Inglês na UFSC, de 2011 a 2013, enquanto eu fazia Estágio de Docência, e incluíram observação de aulas, notas de campo, uma ficha do aluno, uma narrativa escrita, um questionário aberto, definições escritas de língua e cultura, apresentações orais, entrevistas, e e-mails. A análise seguiu algumas estratégias da teoria fundamentada nos dados, com um foco em investimentos e comunidades imaginadas (Norton, 2000; 2001, por exemplo) e levou em consideração os comentários dos participantes. Os resultados sugerem que os participantes passaram por um processo de (re)construção identitária enquanto aprendiam inglês. Além disso, os resultados mostram que as famílias exercem uma grande influência na aprendizagem de inglês, e que a aprendizagem acontece principalmente em contextos informais, portanto os contextos educacionais funcionam como apêndices. Os participantes investiram na aprendizagem de inglês desde a infância, com a esperança de adquirir recursos materiais e/ou simbólicos. As comunidades imaginadas estão relacionadas a pessoas com quem os participantes gostariam de interagir através do inglês, e incluem o mundo virtual, pessoas com mais poder, experiência, conhecimento e/ou status, e que respeitam e valorizam a diversidade. Os alunos participaram mais em aula quando se sentiam confiantes e validados, e recorriam à não-participação quando eram posicionados de formas indesejadas. Finalmente, todos os alunos desejam se relacionar com o mundo através da língua inglesa, mas frequentemente sentiam-se marginalizados e separados de outros falantes e usuários da língua. Abstract : This qualitative study investigates the process of identity (re)construction of six Brazilian English language learners. The study focused on the participants' most memorable experiences regarding English language learning throughout their entire lives; their investments in learning English; the significant imagined communities in their language learning experiences; the subject positions they assumed within their college groups; the subject positions they assumed regarding the English language. Data were generated with six students taking the undergraduate degree in Letras-Inglês at UFSC, from 2011 to 2013, while I was doing Estágio de Docência, and included class observation, field notes, a student profile form, a written narrative, an open questionnaire, written definitions of culture and language, oral presentations, interviews, and e-mail correspondences. Data analysis followed some strategies of grounded theory, with a focus on investment and imagined communities (Norton, 2000; 2001, for example), and took the participants' comments into consideration. The findings suggest that participants went through a process of identity (re)construction while learning English. Moreover, the results show that families greatly influence students' learning of English, and that learning happens mostly in informal contexts, thus the educational contexts function as appendices. The participants invested in learning English since their childhood, hoping to acquire material and/or symbolic resources. Imagined communities were related to people with whom the participants wished to connect through English, including the virtual world, people with more power, experience, knowledge and/or status, and who respect and value diversity. The students participated more in class when they felt confident and validated, and resorted to non-participation when they were positioned in undesirable ways. Finally, all students wished to relate to the world through the English language, but often felt marginalized and separated from other speakers and users of the language.

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Cronje, Lelanie Marié. "Construction of the language identity of Grade 3 learners in a culturally diverse classroom." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65483.

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The purpose of this study was to investigate how African heritage language learners in Grade 3 constructed their language identity in a culturally diverse urban classroom. The data reflects the Grade 3 learners’ beliefs and feelings toward being educated in an English-medium school instead of attending a school where they were taught in their home language. A theoretical framework, based on Bronfenbrenner’s ecological system informed my study. The framework provides a holistic picture of how the Grade 3 learners constructed their language identity, as it did not only focus on the learners as such. The ecological system examined the unique aspects of the learners within their microsystem, mesosystem, exosystem, macrosystem and chronosystem. In this exploration of multiple cases studies from a social constructivism perspective, the researcher collaborated with two Grade 3 teachers, seven parents and six Grade 3 African heritage language learners, to create a mosaic by using semi-structured interviews, documents, observational field notes, narrative reflections, photographs, drawings and a reflective journal. Participants’ perceptions of attending an English-medium school revealed how the Grade 3 learners constructed their language identity through assimilation. The findings revealed that the Grade 3 participants did not favour their home language or heritage culture as much as they favoured the Western culture. The following factors influenced the construction of the Grade 3 learners’ language identity: their environments, the school setting, their teachers’ attitude toward teaching in a culturally diverse classroom, their parents’ attitude toward their attending an English-medium school and lastly their friends. Dissertation (MEd)--University of Pretoria, 2017. Early Childhood Education MEd Unrestricted

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Li, Xuemei. "Identity re/construction of cross-cultural graduate students." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1130.

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Botha, Elizabeth Katherine. "Discourses of language acquisition and identity in the life histories of four white South African men, fluent in isiXhosa." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/27735.

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A post-structuralist framework (Foucault, 1976; Weedon, 1997) is used to explore language acquisition and identity construction in the life histories of four multilingual white South African men, who became fluent in the African language of isiXhosa in the racially-divided world of Apartheid South Africa, at a time when law and policy made fluency in an African language unusual for whites. Theories used within the 'social turn' in Second Language Acquisition (Block, 2003; Norton, 2000), as well as the social learning theory of Lave and Wenger (1991), support an exploration of how the men acquired this language on the farms in the Eastern Cape where they spent their early years. The identity implications of the men's multilingualism are examined using post-colonial studies of race, 'whiteness' and hybridity (Bhabha, 1994; Frankenberg, 1993; Hall, 1992a). The study was undertaken using Life History methodology (Hatch & Wisniewsky, 1995) and biographic interviewing methods developed within the Social Sciences (Wengraf, 2001). Poststructuralist discourse analysis (Wetherell & Potter, 1992), together with aspects of narrative analysis (Brockmeier, 2000), were used to analyse the data. The study contributes to research into naturalistic language acquisition, using theories from the 'social turn', and analysing a bilingual context in which language, power, race and identity interact in unique ways. The findings endorse the importance of a post-structuralist framing for the Communities of Practice model (Wenger, 1998), and show that participation in target-language communities requires investment by learners in identities which ameliorate the inequities of power relations. The study shows that isiXhosa can become linguistic capital (Bourdieu, 1991) for white South Africans, depending on context and the isiXhosa register they use. It demonstrates that Apartheid discourse ascribes to the men an identity which is indisputably white, but that early experiences shared with isiXhosa-speakers shape their lives and form a potentially antihegemonic facet of their identities.

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Fajardo, Castaneda Jose Alberto. "Teacher identity construction : exploring the nature of becoming a primary school language teacher." Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1326.

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Central to this study is the question of how teachers construct their professional identity. This research explores the process of becoming a teacher and consequently of the construction of identity in terms of three specific components: belonging to a teacher community, the relationship between systems of knowledge and beliefs and classroom practice, and professional expectations for the future. A group of six Colombian preservice teachers in the final stage of their five-year teacher education programme were research participants. This case study used interviews, stimulated recall and on-line blogs as methods of data collection, and content analysis as the analytical approach. The findings reveal that while the process of learning to teach is individually constructed and experienced, it is socially negotiated. A teacher’s identity not only comprises personal knowledge and action, but is also influenced by the ideological, political and cultural interests and circumstances surrounding teachers’ lives and work. The research participants exhibited a permanent struggle between developing a personal professional style and coping with the restrictions imposed by living in a particular type of society that has already defined what teachers should do. Nevertheless, they manifested wellgrounded principles and theories of language teaching and learning and the purpose of education, and awareness of their potential as a new generation of teachers. This suggests that they had developed a sense of professional identity; a way to see themselves as teachers. This evolving identity sometimes conflicted with experience once they had faced the reality of classrooms, assumed institutional roles or negotiated modes of participation within a teacher community. The findings could be used as a point of departure in order to introduce changes into the curricula of teacher education programmes. The study has relevance for policymakers in planning action promoting professional development in pre-service and in-service teacher education.

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Bonder, Linda Eve. "Identity Construction and Language Use by Immigrant Women in a Microenterprise Development Program." Thesis, Portland State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141260.

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Researchers have explored immigrant identity in various contexts, but few studies have examined identity in low-income immigrant women entrepreneurs. To address this research gap, I conducted in-depth interviews with eight low-income Latino immigrants who were starting their own businesses and receiving support through a local microenterprise development program (MDP). The study explored how participants’ microenterprise efforts affected their identities and their investments in learning English. The research found that entrepreneurship promoted positive identity construction by providing opportunities for participants to develop personal and cultural pride, strengthened parental roles, and interdependence with the community. These benefits helped participants decrease family stress and increase optimism for the future, regardless of the microenterprises’ financial success. Participants reported that their families were healthier and their children were doing better in school, suggesting a broad impact beyond the business owner. This finding indicates that MDPs and other social service programs should have explicit goals related to increasing participants’ symbolic resources. In the language-learning realm, this study introduced the construct "relationship with English," extending Norton’s (2000) notion of investment in language learning. The relationship construct encompasses the situated nature of immigrants’ English use, investment in learning, and feelings about using English. The businesses helped most participants improve their relationship with English by providing motivation and informal learning opportunities. The non-English speaking participants improved their relationship with English by finding ways to use English even without working on their ability to speak. This finding suggests that social service agencies, ESL programs, and employers should broaden their view of immigrants’ capabilities to use English and to invest creatively in their own learning. Another significant finding was that participants demonstrated signs of internalized racism, which can make it hard for immigrants to see their own strengths. New research could help MDPs and other social service providers address internalized racism and decrease its negative impact on identity construction. Looking ahead, long-term studies of MDP participants could help optimize program design, extend learnings to other types of programs, and help providers, policymakers, and funders allocate resources for maximum effect.

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Goulding, David. "The discursive construction of professional identity in teaching English as a foreign language." Thesis, University of Manchester, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529314.

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Pakpour, Padideh. "Identity Construction : The Case of Young Women in Rasht." Doctoral thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-259613.

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This study took place in the city of Rasht, which is the capital of Gilan Province, situated in North-Western Iran. The aim has been to investigate how a group of young Rashti women constitute their identities through their talk-in-interaction, and how they relate to the concept of Rashti, be it the dialect, people living in a geographical area, or a notion of collective characteristics. The participants constitute their identities by using different social categories to position and categorise themselves and contrast themselves with others. In positioning and categorising they use various discursive means, such as code-switching, active voicing, and extreme-case formulations. Moreover, the social categories also overlap and work together when the participants negotiate and re-negotiate their identities, making an intersectional approach highly relevant. The methods used in this study are of a qualitative nature and belong in the third wave of sociolinguistics (Eckert 2012). The analysed data consists primarily of staged conversations, whereas participant observation, field notes, and natural conversations have been used to help the researcher in understanding the field. The study adopts an emic or participants’ perspective through the use of membership categorisation analysis and conversation analysis, but also within a theoretical intersectionality framework. In many of the conversations, the culture of Rasht and Gilan is a re-emerging theme, and it is contrasted with that of the rest of the country. Gender norms and gender roles are very central to the study, as these young women describe themselves as much freer and less controlled than women in other parts of the country. Gender is made relevant when the participants discuss how the local traditions surpass both national (religious) laws and social codes in other places. The Rashti and Gilaki language varieties also play a role in the constructing of the Rashti identity of the participants. There is, however, a discrepancy between the participants’ values vis-à-vis Rashti and Gilaki as a dialect or a language, and how they value being a Rashti as well as the Rashti and Gilaki culture. In the majority of conversations the participants express a highly positive opinion regarding their Rashti identity, while at the same time the Rashti and Gilaki language varieties are mostly valued in very negative ways.

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Anderson, Andrew Woodruff. "The Violence of Identity Construction in French and Francophone Absurdist Theater." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316112837.

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Martin, Pamela Lyvonne. "Challenge, negotiation, and power : the construction of identity and ethos by three African-American University Presidents." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287398355.

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Loester, Barbara. "A contrastive study of language attitudes and identity construction in the North-East of Scotland and Bavaria." Thesis, University of Aberdeen, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=136890.

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The North-East of Scotland and Altbayern (Old Bavaria) have long been perceived as the heartland of the respective linguistic varieties. Due to their association with a largely rural lifestyle the associated regional vernaculars, the Doric and Old Bavarian, are often regarded as the “purest” forms of the local variety. Considering that these regions are regarded as prominent, this study investigates what the speakers think of their varieties and how they construct their identity in the light of these perceptions. Using mainly qualitative data, gathered in the small towns of Peterhead and Aichach, the study explores the attitudes towards the varieties and its speakers as perceived by themselves. Issues, such as age-related competence, positive and negative discrimination, are one aspect of the investigation. Another focal point are the strategies employed by the participants to construct their identity as vernacular speakers. Drawing on methods connected to Critical Discourse Analysis (CDA), themes, such as character traits and the relationships in the community between locals and incomers, are studied. The status of the standard variety and the vernacular and the relationship between them is investigated; the concepts of Abstand and Ausbau languages and diglossia also inform the assessment.

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Khabbar, Sanaa. "National, religious, and linguistic identity construction within an internationalized university : insights from students in Egypt." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33019.

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The last two decades have set the global trend of internationalized education on a new course. Besides the usual flow of international students from their home countries to Western universities, an opposite flow emerged. In the Middle East, for instance, the number of international campuses nearly doubled between 2000 and 2009, and Egypt has been no exception. Starting 2003, Egypt has witnessed a remarkable surge of private international universities that use English as a medium of instruction, adopt foreign curricula and have partnerships with universities in Europe, North America, and recently Asia. This trend has raised identity loss concerns among many intellectuals and educational researchers whose worries mainly revolved around national, religious, and linguistic identities. This longitudinal qualitative study, thus, aimed to understand how Egyptian freshman students at an international University in Cairo construct and negotiate their national, religious and linguistic identities. A semi-structured interview was conducted with 12 students at three different points of their first year at the university, and a focus group was organized at the beginning of their second year. Results revealed a more complex picture than the widespread simplistic rhetoric about international universities’ influence on students’ identity construction. The participants’ social and academic backgrounds and unique life experiences were an important factor in their identity construction and negotiation; they seemed to determine the ranking of those identities on their hierarchy of identities, which in turn shaped how they constructed and negotiated them. Moreover, participants realized and used their agency to negotiate their identities and resolve identity crises when these happened. They also resorted to other identity agents, particularly family and students’ clubs. This study contributes to the Egyptian debate on educational reform and adds to the literature on English as a medium of instruction, identity formation, and internationalized education by shedding light on the intricate ways in which students navigate through international education, and by suggesting pedagogical and policy implications applicable not only to liberal-education institutions in the region, but perhaps also to other universities in Europe and North America that attract international students, particularly with the recent waves of refugees from the Middle East.

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Maltais, Alexis. "Student Motivation and Identity Construction in an Intensive U.S. French Immersion Program." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23190.

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This study explores how U.S. college students experience integrative and instrumental motivation and how their sociolinguistic identity is understood, represented and constructed through their multiple experiences learning French as a Foreign Language (FFL) in an intensive Summer French Language Immersion Programs (SFLIPs). The results of the study demonstrate that participants who exhibited the most characteristics in connection to integrative motivation were the ones who took full advantage of the opportunities of being immersed in an environment in which exposure and production of the target language were maximized. The study demonstrates how participants’ lived experiences affect the way they construct their identity, how integrative motivation plays a key role in this construction and addresses a gap in literature by specifically adressing the themes of motivation and identity in the context of intensive French immersion in the U.S.

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Suparman, Michie Akahane School of Modern Language Studies UNSW. "An investigation into audience perception of Mononoke Hime: construction and reconstruction of contemporary Japanese identity." Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/26975.

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This exploratory study follows existing theory and analysis of mass media product and its audience analysis. It aims to analyse how audience members utilise a popular anime in Japan for their construction and reconstruction of sense of self, which is referred to as socialisation. Academic research has increasingly shed light on audience members??? socialisation by utilising mass media products in encompassing academic fields such as media studies, communication studies and cultural studies. It is widely agreed that the content of mass media products play a significant role in their socialisation. This study takes up a Japanese anime, Mononoke Hime as a sample case for investigating audience members??? socialization. Through the analysis of reactions of audience members to Mononoke Hime, it will be investigated how audience members interpret the anime reflecting one???s experience in the society relating the experience to the content of Mononoke Hime. It will be clarified that the audience members of the anime construct and reconstruct their sense of self, morals and values in the society, that is, they utilize the anime as a facility for their socialization. The data of this study are collected comments which are compiled in a published magazine and private comments posted on Internet sites. 133 comments in the magazine and 32 comments on Internet sites are selected for the analysis. The data were analysed by two analytical approaches. The first analysis is to see how the consulted viewers established their relationship with the anime, while the second analysis is to see how the viewers depicted and interpreted the content of the anime. This study concluded that the consulted audience members show high level of ideological involvement with the anime; they depict parts of the anime relating to their experience in the real life and talk the anime seriously rather than playfully enjoy it as an entertainment. By analysing the comments of consulted audience members, it is also revealed that the audience members take characters of the anime as a role model both in cross gender and gender based ways.

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Mathis, Noëlle. "La construction identitaire d'une exilée volontaire : - parcours à travers les langues et les discours - /." Burnaby B.C. : Simon Fraser University, 2004. http://ir.lib.sfu.ca/handle/1892/2380.

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Cheng, Ho Fai Viggo. "A discourse analysis of identity construction among foreign domestic helpers in Hong Kong." HKBU Institutional Repository, 2013. http://repository.hkbu.edu.hk/etd_ra/1369.

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Vezy, de Beaufort Lorraine. "Learning French in Hong Kong : narrative perspectives on identity construction." Thesis, Université de Lorraine, 2019. http://www.theses.fr/2019LORR0055/document.

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Cette recherche doctorale examine le lien entre l’apprentissage d’une langue et la construction identitaire à travers l’expérience d’apprentissage du français de quatre hongkongaises. L’étude adopte la perspective post-structuraliste de l’identité (Norton, 2000; Bucholtz & Hall, 2005). Selon cette perspective, l’apprentissage d’une langue est considéré sous l’angle d’un procédé de construction identitaire qui reflète « le désir des apprenants d’étendre la gamme de leurs identités et d’accéder à des environnements plus larges » (Pavlenko & Norton, 2007, 670). En utilisant une méthodologie de type « narrative inquiry » (Clandinin & Connelly 2000) que l’on pourrait qualifier d’« étude de récits de vie par enquêtes approfondies », l’étude met en lumière l’expérience individuelle ainsi que les différents aspects de l’apprentissage de langues à l’ère de la « superdiversité » (Vertovec, 2007). A partir d’un corpus composé en partie d’entretiens approfondis et de « language learner histories » (Mercer, 2013), cette étude a pour but d’illustrer que même les langues « minoritaires » (tel que le français à Hong Kong) ont un rôle à jouer en terme de construction identitaire. Les quatre participantes ont toutes appris le français dans un cadre institutionnel mais elles ont aussi développé leur intérêt pour cette langue au cours de leur expérience professionnelle ainsi qu’en voyageant voyages ou au cours de leurs activités en ligne. L’étude montre le côté unique et personnel de l’expérience d’apprentissage de langues et met en avant différents aspects de cette expérience et sa signification en terme de construction identitaire en faisant valoir que ces aspects sont souvent négligés en didactique des langues. Ce qui ressort de cette étude est que, premièrement, apprendre une langue « minoritaire » joue un rôle important dans la construction indentitaire en dépit d’un niveau de maîtrise linguistique qui, conventionnellement, serait jugé limitée. Deuxièmement, l’étude montre que le développement de la connaissance interculturelle incite à réfléchir à son environnement culturel, ce qui agit sur l’identité. En conclusion, l’étude souligne le besoin de prendre en compte la « diversité ou multidimensionalité » des apprenants de langues dans les dispositifs d’apprentissage de langues (voir Byrd Clark, 2010) ainsi que le phénomène de de-territorialisation des langues à l’ère de la superdiversité (Jacquemet, 2005). Les notions pédagogiques de ce qu’est et représente une langue doivent être également être repensées et réfléter la créativité et la diversité des pratiques langagières des personnes multilingues, ce qui amène aussi à repenser la notion de compétence en langues. L’étude offre donc des pistes méthodologiques, théoriques et pédagogiques This doctoral research examines the relationship between language learning and identity construction, focusing on four Hong Kong adults and their experiences of learning French. The study adopts a poststructuralist perspective on identity (Norton, 2000; Bucholtz & Hall, 2005). From this perspective, language learning is a process of identity construction which reflects ‘the desire of learners to expand their range of identities and to reach out to wider worlds’ (Pavlenko & Norton, 2007, 670). Using a narrative methodology known as ‘narrative inquiry’ (Clandinin & Connelly, 2000), the study highlights the personal experiences of learners and illustrates various aspects of language learning in the age of ‘superdiversity’ (Vertovec, 2007). Using data gathered from a range of sources including in-depth interviews and language learner histories, this inquiry aims to illustrate how even ‘minor’ languages (such as French in Hong Kong) can be significant in terms of identity. The four participants investigated in this study have all studied French in formal settings, but their engagement with French has also developed through workplace and travel experiences, as well as through online interaction. The study was able to highlight the unique and personal experiences of learners and illustrates various aspects of language learning and their significance for learner identity, aspects that are often overlooked from a conventional language didactic perspective. Two major findings are that, firstly, learning ‘minor’ languages can play a significant role in learner identities despite limited levels of conventional proficiency. Secondly, the process of language learning is revealed as being one of growing intercultural awareness, an awareness that is brought to bear upon the learner’s own cultural environment and also has relevance for identity. The study concludes by highlighting the need to acknowledge the ‘diversity or multidimensionality’ of language learners in curriculum and language classrooms (e.g. Byrd Clark, 2010) as well as an increased de-territorialisation of language under conditions of superdiversity (Jacquemet, 2005). Also, pedagogical notions of language and languages need to be reconceptualised to reflect the creative, diverse and complex language repertoires of language of multilingual learners and speakers, which means rethinking the notion of language competence. The study thus offers orientations for methodology, theory and pedagogy

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Bamiro, Edmund Olushina. "The English language and the construction of cultural and social identity in Zimbabwean and Trinbagonian literatures." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23975.pdf.

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Davies, Helen Marie. "The role of Welsh language media in the construction and perceptions of identity during middle childhood." Thesis, Aberystwyth University, 2017. http://hdl.handle.net/2160/7d96cc47-a006-4439-8f37-79a3eed65592.

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The aim of this research was to identify the role that minority language media plays in the construction and perceptions of identity during middle childhood, focusing on 10 to 12-year-old bilingual children in Wales. Often referred to as the ‘transition phase’, this period represents an important developmental milestone in the context of identity formation, where ‘the individual who was a child is now en route to becoming an adult’ (Durkin 1995: 508). The focus of this work is to attain a better understanding of how young [Welsh/English] bilingual children in Wales navigate these multiple identities. In order to achieve the aims of this research, the focus was placed on language and identity in relation to children’s use of and engagement with minority-language media. For many bilingual communities, there is a natural interaction that occurs between both languages through code-switching (cf. Wei, 2000). For multilingual children and young people, issues of cultural belonging and cultural identity can add to issues and challenges of self-representation and identity. Language competencies can vary and, for many, confidence in their own language ability can determine language use.

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Attaallah, Israa Maher. "Arabic-speaking Immigrant Parents´ Views on Heritage Language Maintenance and identity Construction for Children in Sweden." Thesis, Linköpings universitet, Institutionen för tema, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-173460.

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This study investigates how Levantine Arabic-speaking immigrant parents´ language ideologies, i.e how they think and feel regarding heritage language maintenance, and language policies influence heritage language maintenance or loss for their children. This overarching topic is explored by examining the following questions; (1) What do parents think about maintenance of heritage language for their children? and which concerns do they have? (2)How do they talk about and describe their children´s readiness or resistance to learn/maintain their heritage language? (3) What do parents believe their role is in maintaining heritage language? (4) In which way, according to parents, does maintenance of heritage language influence children´s construction of identity and sense of belonging? In order to answer these questions, I conducted five semi-structured interviews with five Levantine Arabic-speaking immigrant parents, from Palestine and Syria, residing in Sweden and analysed recurring themes using Braun´s and Clarke´s (2006: 87- 93) thematic analysis method. The study findings show that parents attached great significance to preserving their children's heritage language due to its close relationship with their cultural, religious, ethnic, and social backgrounds as well as strengthening their success opportunities in future. Furthermore, parents stated that their children did not resist maintenance of heritage language. Instead, results show that children were actively involved in discussions about heritage language maintenance and language practices. Parents confirmed that Arabic language is their children's heritage language. In relation to influence of heritage language maintenance on constructing children´s identity and sense of belonging, parents´ views varied between emphasizing its role in strengthening children´s sense of belonging to their Arabic background, allowing them a flexible ability to belong to two different cultures or communities, and that maintenance of heritage language is not the major influencer on constructing children identity. Participants discussed the methods they use to enhance Arabic language among their children, challenges they encounter, and potential solutions.

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Guarino, Honoria M. "AIDS and identity construction: The use of narratives of self-transformation among clients of AIDS service organizations." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280477.

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The central objective of this paper is to investigate how the experience of living with HIV/AIDS in the U.S. impacts an individual's sense of identity and to what extent this identity is influenced by the institutional ideologies of AIDS service organizations and the "dominant discourse" of AIDS these organizations help produce. My analysis is based upon three years of participant-observation at Gay Men's Health Crisis (GMHC), a major AIDS service organization in New York City, as well as in-depth semi-structured interviews with 34 HIV positive individuals, all of whom are clients of either GMHC or another AIDS-related service agency in New York. In addition, I juxtapose the interview-derived speech data of HIVers with an examination of various kinds of textual material about AIDS--written texts that constitute what I characterize as a "dominant discourse" of AIDS. As my primary unit of analysis, I examine the narratives of self-transformation articulated by interviewees, stories that are quite literally about identity reconstruction. Through these narratives, HIV positive individuals construct their HIV diagnosis as a significant turning point in their lives, interpreting this event as an opportunity to refashion themselves into "better" people and to begin their lives anew. Narratives of self-transformation function to rehabilitate HIVers' identities since the new identities many interviewees claim to have achieved after their HIV-impelled journeys of self-reinvention are crafted in accordance with the normative model of HIVer identity established in the dominant discourse.

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Mayoma, Jaclisse Lorene. "The identity construction and negotiation of 1.5 generation Congolese migrant youth in Cape Town, South Africa." University of the Western Cape, 2018. http://hdl.handle.net/11394/6678.

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Magister Artium - MA Globalization has evidently led to an increase in the flow of immigrants across the world, a fact that has and continues to play a significant role in the development of studies on immigration, immigration patterns and the psycho-social struggles that immigrants face; of which identity negotiation in the new context is included. A number of works have been done on the identity negotiation and identity-forming process of immigrant youth. This study attempts to highlight, rather specifically, the unique challenges that 1.5 generation immigrant youth have in forming their identities. Rumbaut coined the term “one-and-a-half generation” to describe “children of Cuban exiles who were born in Cuba but have come of age in the United States” (1976:8). Thus the 1.5 generation immigrant youth constitutes children who were born in their country of origin but was raised and received the education and important experiences in the host country. Hence, the issue of identity becomes important for adolescents such as the 1.5 generation growing up in Diasporic settings. How they come to define who they are, their place in the world and others’ perception of them have significant implications for their successful integration into their new societies (Ogbuagu, 2013). This study takes a socio-cultural approach to investigating the identity negotiation and construction of 1.5 generation Congolese immigrant youth. Sociocultural linguistics refers to an interdisciplinary field which considers language as a sociocultural phenomenon; hence positioning identity as a phenomenon that is socially constructed through language and hence, performed within interaction and conversations.

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Harmon, Jimmy Desiré. "A critical ethnography of Kreol Morisien as an optional language in primary education within the Republic of Mauritius." University of the Western Cape, 2015. http://hdl.handle.net/11394/5395.

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Philosophiae Doctor - PhD This research is a critical ethnography of KM in primary schools. Its purpose is to explore the link between heritage language and identity construction. My central research question is: how does the introduction of KM as an optional language in primary education shape Creole pupils' language identity construction in Mauritius? The research studied the overall impact of KM on two schools which I selected as research sites. Research participants were pupils of Standard I-II-III, head of schools, teachers and parents. I also selected some key informants. The study was placed within the international literature on heritage language and identity construction. The research is significant in the sense that it was conducted at the initial stages of the introduction of KM in schools. It might be of interest for future studies as its findings would serve to understand the place of KM in schools. At the same time looking at KM as a heritage language set against the 'ancestral languages' has not been done before. It contributes to other ways of looking at 'heritage' in a global world. I elaborated a conceptual framework based on classical Marxism, post-structural Marxism, French theories and post-colonial studies. I applied critically the theoretical lens in the Critical Theory Tradition which basically challenges the status quo. This study drew implications for language teaching policy and practice and the teaching of KM as a tool for empowerment and human agency. This research indicated the learners' views as to how their exposure to Kreol Morisien in the classroom shapes their ability to construct new, desired identities within local, national or global communities. The research design was based on a critical ethnographic approach whereby the researcher and the participants find themselves in a reciprocal human experience. Research instruments that were used were ethnographic interviews, class observations, document analysis complemented by the Delphi Method which is a forecast study of future trends. I got five findings. First, Creole consciousness movement underpinned the introduction of KM as an optional language in primary education. Second, parents chose KM on a purely utilitarian basis. Third, the curriculum and syllabus do not reflect and support the Creole identity and culture. Fourth, there was an invisibility and ambiguity about Creole culture in the school textbook. Finally, the pedagogy used to teach KM as an optional language created motivation and self-esteem. This study which was conducted during the first three years of the introduction of KM in two primary schools indicates that the presence of KM did not however, really enhance the identity of the Creole children as the curriculum, syllabus and textbook did not reflect and support the Creole culture and identity. KM was an additional language subject which certainly seduced by its novelty but it did not bring great changes as were expected. But KM does open avenues for adjustments and initiatives for an alternative programme in KM as heritage language and culture which could be implemented outside school. Such initiative would foster KM in its double identity of being both an ethnic and national language plus its future use as medium of instruction.

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Sun, Christine Yunn-Yu. "The construction of "Chinese" cultural identity : English-language writing by Australian and other authors with Chinese ancestry." Monash University, School of Languages, Cultures and Linguistics, 2004. http://arrow.monash.edu.au/hdl/1959.1/5438.

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May, Anthony. "The construction of national identity in Northern Ireland and Scotland : culture and politics after Thatcher." Thesis, Kingston University, 2013. http://eprints.kingston.ac.uk/26592/.

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This study examines the construction of cultural nationalism in Northern Ireland and Scotland post-1979. Two particularly significant processes and practices are selected for analysis; football and literature. The methodological approach taken is a synthesis of ethnosymbolism, modernism, and cultural materialism, and nations are discussed as cultural constructs. Nationalism produced at both the elite and popular levels is considered, to provide a greater level of insight into the construction of national identity. The different nationally defined identities discussed are Scottish nationalism, Irish nationalism, unionism, and two varieties of Northern Irish nationalism. One of these is ecumenical, and is largely produced by literary elites. The other is loyalist, and is produced at the popular level. Scottish nationalism is produced through literature and through football, and is largely defined by working class values. As a consequence, literature has become a “popular” social practice in Scotland. Irish nationalism is also produced through literature and football; literature remains an elite practice in Northern Ireland, however. As well as fan groups, individual footballers play a key role in the production of Irish nationalism within Northern Ireland. The rejection of the Northern Ireland team by players of an Irish Catholic background, in favour of the team of the Republic of Ireland, is significant. Irish and Scottish nationalism have often been seen as antagonistic; however, there is an increasingly positive relationship between the two. In the novels of Irvine Welsh, Irish and Scottish identities are mutually informative; the identities of many Celtic fans, including the influential fan group “the Green Brigade”, are similarly constructed. Scottish and Irish nationalism are culturally “other” to unionism and loyalism, and are brought together by this common “enemy”. Most Rangers supporters consider themselves to be culturally unionist. Their identity is unlike that expressed by fans in other parts of the United Kingdom, and paradoxically appears nationalist as a consequence. The Northern Ireland national football team has become a symbol of loyalism, which is considered as a form of national identity because its rituals and symbolism are distinctively Northern Irish, not “British”. In adopting a nationally defined team, loyalists demonstrate the importance of Northern Ireland to their identity, rather than the United Kingdom.

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Cheng, Chiuyee Dora. "Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893.

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Gonzalez, Albert Sosa. "Living books: Reading literature and the construction of reading identity in the lives of preservice teachers." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280283.

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The focus of this study was the perceptions of preservice teachers regarding the major contributing factors in their construction of identity as readers. I wanted to explore their lives as readers and what factors, such as parental and family interactions, the telling of reading of stories, and the role of a children's literature course, influenced their reading. Qualitative methods of research and case study were used in the study. The research questions that guided the study were: (1) What are the preservice teachers' perceptions of themselves as readers? (2) How have their identities as readers evolved and what factors do preservice teachers identify as influencing them as readers? (3) What is the influence of the LRC 480 children's literature course on their identities as readers? (4) What are preservice teachers' understandings of the role of children's literature in literacy development at home and in school? The findings of the study demonstrated the positive influence of several factors in the lives of the preservice teachers, such as, the importance of family involvement in reading, early reading activities, the reading and telling of oral histories, traditions and family stories, and exposure to children's literature including multicultural literature, and the LRC 480 children's literature course. The preservice teachers grew as readers during the children's literature course. They discovered new insights into the reading process and have constructed positive attitudes toward reading. In addition, they have constructed beliefs about reading and the teaching of literature to children as a result of their literacy experiences during their lifetime and the children's literature course.

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Papazachariou, D. "Language variation and the social construction of identity : the sociolinguistic role of intonation among adolescents in northern Greece." Thesis, University of Essex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341746.

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Ray, Keith R. "The Role Attitudes, Perceptions, and Imagined Communities Play in Identity (Re)Construction of English Language Learners at Ohio University." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1428930219.

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Boudjedir, Sihem. "Le rapport à la langue de jeunes "issus" de l'immigration : de l'identité à l'origine." Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG006.

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Cette thèse porte sur la rencontre du sujet avec les langues et en particulier dans un contexte socio-culturel donné marqué par une pluralité culturelle et linguistique. Elle explore le rapport du sujet à la(aux) langue(s), et plus précisément s’intéresse aux effets de côtoiement des langues sur la construction identitaire. Elle tente d’apporter un éclairage sur ce que la langue, son appropriation, son partage, sa transmission, mobilise sur le plan psychique et ouvre sur ses fonctions comme un héritage familial redoublé sur le plan culturel. Partant du lien étroit entre psychisme et culture et s’appuyant principalement sur les propositions théoriques de la psychanalyse, ce travail de recherche appréhende le sujet dans sa singularité selon une méthode d’analyse clinique d’entretiens de recherche. L’analyse des entretiens montre que dans la parole des sujets rencontrés le rapport à la langue opère un ancrage social et familial. La langue du pays d’où viennent les parents apparaît comme ‘langue d’origine’ ayant une fonction d’‘affiliation’, permettant de créer et donc de maintenir le lien à une origine familiale. En tissant les liens filiatifs dans un mouvement qui les recrée sans cesse, le rapport à la ‘langue d’origine’ inscrit dans la lignée, attitre une place dans l’ordre des généalogies et permet une ouverture vers d’autres affiliations possibles. Le rapport à la langue surgit ainsi comme une fonction qui constitue du ‘familial’ en terme de continuité et fonde une origine extérieure au sujet mais centrale dans sa construction identitaire et son sentiment d’appartenance This dissertation focuses on the relations between the subject and languages and in particular in the given socio-cultural context marked by a cultural and linguistic plurality. It explores the link between the subject and language(s) and more precisely, the way languages border on identity construction. We try to clarify the notion of a language, its appropriation, share and transmission from the psychological point of view and its functions such as family heritage from the cultural point of view. This thesis apprehends the subject in its singularity according to the method of clinical analysis of research interviews taking the narrow link between the and the culture for its starting point and is based mainly on the theory of psychoanalysis. The analysis of interviews shows that in the words of the studied subjects the link with the language has an effect on social and family anchoring. The language of the country, that the parents come from, appears as the ‘origin language’ having ‘affiliation’ as its function and enabling to create and maintain the link with the family origins. By establishing the kinship links in a movement that recreates them endlessly, the connection with ‘the origin language’ that is a part of genealogy line, assigns a place in the genealogy order and enables the openness to some other possible affiliations. Thus, the link with the language appears as a function that constitutes ‘family’ in terms of continuity and forms an external origin for the subject, but central for the identity construction and feeling of belonging

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Huang, Huizhu, and 黄慧珠. "Mutual influences between learners' identity construction and English language learning in the first year of university study in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48330176.

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This thesis explores the mutual impacts between English learners’ identity construction and their English learning at university level of education in the People’s Republic of China. Grounded in the sociocultural perspective on second language learning and based on the theory of communities of practice and the concepts of imagined communities and investment, the research focuses on two non-English major students’ English learning in a comprehensive university and investigates the social, historical and individualistic factors causing identity continuity and/or identity change in the first year of university study and explores how identity construction and English learning mutually impacted each other. This research adopted a qualitative case study method and employed weekly diaries and interviews as data collection instruments. Data collection lasted six months. Weekly diaries guided by prompt questions were collected per week to track learners’ English learning and identity construction. Semi-structured face-to-face interviews were conducted every five to six weeks to gain rich contextual, historical and individual information and to retrospectively find out learners’ English learning and identities before entering the university and in the first semester in university. Their English teacher was interviewed for data enrichment and triangulation. Thematic analysis and Fairclough’s model of discourse analysis were used to identify evidence which shows identity continuity, identity change, and English learning. Findings show that in English learning in the university, language learners experienced either identity continuity or change in English learner identities, future career expectations and the sense of belonging to learning communities in the university. Learners’ imagined identities in future careers and future social status remained continuous in the first year and the imagined identities in future careers and future social status strongly promoted learners’ investments in English learning. By engaging in the learning communities in the university with imagination of learning communities they desired to participate in and imagination of their future, learners built their sense of belonging to the university, their classes and their dormitories. The growth of the sense of belonging reflects learners’ identity change. The sense of belonging facilitated their full participation in English learning in the university, classes and dormitories as learning communities. The findings also show that when congruence between the actual and imagined communities appeared, learners’ English learning were promoted, whereas incongruence negatively impacted English learning. The findings of this study reveal the importance of learners’ imagined communities and imagined identities in future careers and future social status and also reveal the effects of learners’ non-academic factors on their English learning. This thesis suggests that learners’ diverse backgrounds and multiple identities should be taken into consideration when English curricular are designed. Career counselling and buddy schemes are also suggested. Accordingly, this study enhances the understanding of the first-year non-English major undergraduates’ identity construction in EFL learning in China. This study also attracts educators’ and researchers’ attention to the needs of non-English major students’ English learning in China as well as the needs of first-year undergraduates who experience a transition from high school to university. published_or_final_version Education Master Master of Philosophy

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Ho, Man-bo. "To investigate the effects of identity construction on L2 learning motivation through learners' stories in Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36757202.

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Constantinou, Elena. "The Cypriot dialect in the Greek language lesson : its effects on adolescent students' learning, identity construction and critical thinking." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28172.

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This research study examined the effects of Greek Cypriot Dialect (GCD) on bidialectal Greek Cypriot (GC) students in the context of Modern Greek Language (MGL) lessons at Lyceum B level. GCD is the native variety and students’ mother tongue whereas MGL is the standard and target variety. This study aimed to inform opinion on the use and the role of GCD in the MGL lesson, the influence of attitudes towards GCD on students’ identity construction, and whether the use or suppression of GCD in class influences students’ expression of critical thought. The study focused on the spoken language and examined students’ speech. In order to theorise and deepen understanding of the effects of GCD on students’ performance and learning of MGL, social constructivism and Language Awareness (LA) were considered. Qualitative research was conducted through a case study focused on 7 Lyceum B level classrooms of two state secondary schools in Cyprus. An interpretive paradigmatic stance was taken and a combination of methodological tools was employed. Classroom observations of MGL lessons, group task observations with students, and group interviews with MGL teachers and students were conducted. The findings revealed that GCD appeared to be used frequently in lesson-focused and non-lesson-focused incidents, by most of the students and some of the teachers. GCD served as a means facilitating expression but its unplanned use did not seem to enhance mastery of MGL. It did, however, aid learning of the subject content. GCD was said to be central in defining students’ identity and some students claimed that negative attitudes towards it did not influence how they perceived their identity. The group task observation findings demonstrated that GCD exclusion and SMG imposition stifled the process of developing and expressing critical thinking (CT) whereas GCD use enhanced it. This was also expressed in students’ interviews whereas teachers considered that excluding GCD might hinder students to express CT but only to some extent. Overall, the findings revealed the need for implementing a bidialectal approach rooted in LA for teaching MGL as well as training teachers and raising their awareness of language variation. The potential role of Ancient Greek in enhancing Lyceum students’ knowledge of GCD and while at the same time improving their performance in MGL lessons is discussed.

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Hughes, G. M. "The role of Welsh language journalism in shaping the construction of Welsh identity and the national character of Wales." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/6710/.

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Ever since Edward I subjugated the Welsh in 1282 and, a little over 250 years later, Henry VIII attempted to wipe the country off the map, Wales has lived in the overpowering shadow of its powerful English neighbour. Unlike Scotland, Wales did not develop its own legal and banking systems and symbols of national identity were slow to appear. This thesis argues that, while many national institutions are relatively recent innovations, the Welsh language is the most potent symbol of national identity. More importantly, it argues that it was the journalists who used the language to communicate “Welshness”. They, in many ways, created a radical approach to politics, an antipathy towards the Established Church, an occasional suspicion of the country’s English neighbour, an interest in international affairs and an awareness of the rich cultural heritage of the country. This argument has been pursued by way of a critical survey of the development of Welsh-language journalism. To date, there are no specific studies on this subject - particularly relatively recent developments since the advent of S4C in 1982. Indeed, little scholarly attention has been paid to the fast-developing world of on-line journalism and the use of social media as far as the Welsh language is concerned. The main analytical focus of this thesis is to examine the impact of Welsh-language journalism on the national consciousness in Wales. This has been done through a series of case studies, content analyses and interviews with influential and experienced journalists and editors in all fields of journalism, namely print, broadcast and on-line. The conclusion is that journalists reintroduced the Welsh people to their literature and poetry, they wrote about traditional music, they adopted a radical approach to national and international politics, they were sympathetic to the non-conformist religion of the majority of people and news was reported from a Welsh point of view. Indeed, the phrase Welsh Renaissance has been applied to the section of this thesis related to Early Periodicals. There is considerable scope for further research. There is no history of solely Welsh-language journalism in a single volume. In recent years, journalism has moved on rapidly, as new forms of journalism have rapidly become established. There is little analysis of the effects of these outlets on Welsh consumers, let alone the effects of radio and television to any great degree. In addition, as Wales becomes more confident in the post-devolution era, Welsh journalism becomes more relevant and there is scope to chart how much influence Welsh-language journalism really has on its consumers.

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Yang, Se Jeong. "An Investigation of Identity Construction and Language and Cultural Learning in an eTandem Experience: Focusing on Korean- and English Speakers." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500578149162865.

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Foncha, John Wankah. "A selective investigation of the University of the Western Cape‘s students and teachers attempts at intercultural communication : exploring the connections between intercultural communication competence and identity construction." University of the Western Cape, 2012. http://hdl.handle.net/11394/5114.

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Philosophiae Doctor - PhD Life in the twenty-first Century globalised world brings people into contact with others from different cultures who use different languages. Through these contacts, the need for interactions makes these people to find different ways of understanding one another and to generate knowledge. For them to achieve this objective, they need a strong medium. L2 and Foreign language education has been develop to unravel such challenges posed to competence in intercultural communication, with the emphasis placed on how to communicate with a different "other" since the world is now a small village. Foreign and second language teaching and learning (a social practice) in this study, is tangible to eradicate linguistic and cultural barriers. In this case, it does not only require to promote competence through linguistic capital (language), but more importantly, it arouses intercultural awareness. For these issues to develop and consolidate intercultural communication competence, language practitioners need to deviate from the rationalist reductionistic approaches to language teaching and learning in favour of an ecological or a constructivist perspective, which views language learning as a social practice. In view of this, whatever language the participants may use for communication does not matter, what really matters is that they need to switch to any given language as a situation may demand. In upholding a constructivist perspective, this research hypothesized that engagement and participation as a social practice, does not only increase competence in the target language, but it also helps the participants to develop in terms of emotional maturity and character (Bilton and Sivasubramaniam 2009). This research made use of the qualitative research methodology, revolving around an ethnographic design, to understand the outcomes and the fluidity of interactions among a diverse community of the University of the Western Cape in Cape Town, South Africa. Such an understanding can therefore only be deduced from the perspectives of the role-players through their engagements and participation in activities and events in and out of the classrooms. The research population constituted lecturers, tutors and students of the above institution. The four principal tools used for data collection included: the Interviews, Questionnaires, Naturally Occurring data and Participant Observation. The interviews were both formal and informal and together with the Questionnaires, they were all open-ended. Their open-ended nature was not only because of the interaction it provided between the researcher and the researched but also because they aroused an awareness of diversity and a need to understand otherness. The findings from the study affirmed that the participants gained competence in intercultural communication through the different levels of interactions that were used to enhance participation, engagement and involvement. In view of this, the participants benefited from provisional understanding, tentative interpretations and the affective environment. Furthermore, it could be said that interactions provided them the rationale to challenge, develop and explore ideas and meanings for communication. Holistically, the study attested to the importance and centrality of participation and engagement in a target language, with the main aim of motivating the participants to understand that there is no such thing as correctness in meaning or proficiency in a language, nor in understanding the world around them.

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Parker, Mariam. "Patterns of use of and attitudes towards the Afrikaans language by South African expatriates : a sociolinguistic perspective." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97942.

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Thesis (MA)--Stellenbosch University, 2015. ENGLISH ABSTRACT: This thesis explores the attitudes of South African expatriates in the Middle East towards the Afrikaans language. It also examines the reported language behaviour of South Africans when meeting and interacting with fellow South Africans irrespective of what their first language (L1) is. The participants who form part of the study all work in the educational, medical and business sectors in the Middle East. This study is particularly interested in what the language repertoires of South African expatriates are and whether these repertoires form part of how they define themselves as a group and contribute to their identity construction. Whilst Afrikaans has had a contested history within the South African context, and is often viewed as the language of the oppressor, it has undoubtedly also been a first language to some of the “oppressed” and has served a function as lingua franca (McCormick 2006). This thesis therefore focuses specifically on attitudes towards Afrikaans and the use of Afrikaans in linguistic identity construction. This research is informed by literature which views identity not only as complex, contradictory, multivoiced and multifaceted, but also as dynamic and subject to constant negotiation across space and time. The number of South African expatriates around the globe has increased to such an extent that the term “diaspora” (Kotze 2003: 63) has been used on occasion. While there have been some studies done on language repertoires of South African abroad, little is known about the attitudes and ideologies attached to these languages in diasporic contexts. This study uses a multimodal approach in data collection and analysis in an attempt to investigate the multi-semiotic nature of the linguistic identities of the participants. There are 33 participants in this study who are all South African citizens working or living in the Middle East. All participants are bi- and/or multilingual in mainly English and Afrikaans, with some speaking a third or fourth language such as another African indigenous language (for example, Zulu or Xhosa) or an Asian language (such as Urdu). In summary, this study finds that whilst English is clearly regarded as the global language of wider communication, people continue to identify strongly with their languages from “home” or their mother tongues, where these amplify their personal and group identities or are markers of their ethnolinguistic distinctiveness. Data collected in this research points to South African expatriate groupings that prefer communicating in Afrikaans and other indigenous languages outside the borders of South Africa as the languages give them a sense of comfort and belonging. AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die houding van Suid-Afrikaners wat in die Midde-Ooste werk of woon, teenoor die Afrikaanse taal. Dit ondersoek verder die raporteerde gedrag van Suid- Afrikaners wanneer hulle mede Suid-Afrikaners teekom of ontmoet, ongeag wat hul moedertaal is. Die deelnemers aan die studie werk almal in die onderrig, mediese- of besigheidsektore in die Midde-Ooste. Die tesis is spesifiek gemik op die taal repertoire van die groep Suid-Afrikaners in die buiteland, met die fokus op die moontlike bydrae tot hoe die groep hulself defineer en selfs ook bydra tot die konstruering van hul identiteite. Alhoewel die geskiedenis van Afrikaans dikwels gekoppel is aan die van ‘die onderdukker’, dien dit sonder twyfel ook as eerste taal vir baie van die ‘onderdruktes’ sowel as die van ‘n lingua franca (McCormick 2006). Die tesis het dus ‘n spesifieke fokus op houding teenoor Afrikaans en die gebruik van Afrikaans in die skepping van taalidentiteite. Die studie gebruik as uitgangspunt literatuur wat ‘identiteit’ as kompleks, teenstellend, veelstemmig en dinamies beskou. Verder word ‘identiteit’ ook beskou as onderworpe aan konstante heronderhandeling in elke spesifieke situasie en konteks. Die getalle Suid-Afrikaners wat dwarsoor die wereld werk of woon het so vermeerder, dat die term ‘diaspora’ nou as beskrywing gebruik word (Kotze 2003: 63). Alhoewel daar al studies gedoen oor die ‘taal repertoire’ van Suid-Afrikaners in die buiteland, is daar min bekend oor die houding en ideologiee wat met die tale in ‘diasporiese’ kontekste gepaard gaan. Die studie probeer vasstel wat die volle taalrepertoire van elke deelnemer is en of die deelnemers hulself deur middel van taal identifiseer. Die studie maak gebruik van ŉ multimodale metode van data insameling en analise in ŉ poging om die multisemiotiese aspekte van die ‘taalidentiteite’ van die deelnemers te ondersoek. Die 33 deelnemers in die studie is almal Suid-Afrikaanse burgers wat in Midde- Ooste werk of woon. Die deelnemers is almal twee of meertalig, meestal in Engels en Afrikaans en sommige praat ‘n derde of vierde taal soos ‘n inheemse Afrika (byvoorbeeld, Zulu of Xhosa) of Asiese taal (soos Urdu). Opsommend vind die navorsing, dat al word Engels as die wereldstaal van wye kommunikasie beskou, mense nog steeds sterk identifiseer met hul ‘huis’ of moedertale wanneer dit hul individuele en groep identiteite beklemtoon, of n merker is van hul etnolinguisitiese andersheid. Data in hierdie navorsingstudie dui ook daarop dat hierdie Suid Afrikaanse groepe verkies om in Afrikaans of ander Suid Afrikaanse inheemse tale te kommunikeer terwyl hulle buite the grense van Suid Afrika woon en werk, want nie net troos dit hulle nie, maar besorg ook ‘n gevoel van erens behoort.

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Wunseh, Quinta Kemende. "Identity construction through English second language learning : a case study of French speaking students at the University of the Western Cape." University of the Western Cape, 2014. http://hdl.handle.net/11394/4965.

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Magister Educationis - MEd The purpose of this case study was to investigate how the Francophone students from Congo, Gabon and Cameroon negotiated competence and identities in English (L2) in and outside the classroom. The study also aimed at understanding the nature and extent of academic support that was made available to the Francophone students who had to learn through the medium of English (L2) at the University of the Western Cape (UWC). Through the lens of the sociocultural and poststructural theories, the study argues that identity construction in a second language is a fluid phenomenon which should be understood within a particular context, particularly in multilingual environments like UWC. The study followed a qualitative research design which involved three methods of data collection, namely, observations, semi-structured interviews and student narratives. A thematic analytical framework was used to understand the Francophone students’ experiences, and how they negotiated and (re)constructed competence and identity in English (L2) in the lecture rooms and in local communities. The findings of the study indicate that English (L2) was perceived as an investment by the Francophone students. They show that competence in English (L2) was a source of voice and agency for the students. They also illustrate that there is a close relationship between (second) language learning and identity construction, and that identity is socially constructed. The study concludes that identity construction is a fluid phenomenon which should be understood in relation to the changing social context, which is embedded in language competence.

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Vila, Silvina Diana. "Enseignements des langues et construction d’une identité nationale : le cas de l’Argentine au XIXème siècle." Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030003.

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L’Argentine a suivi au XIXème siècle un modèle de construction de nation inspiré des modèles européens. De nombreux débats ont accompagné ce processus, dans lequel l’organisation du système éducatif a été l’une des préoccupations du pouvoir politique. Dans ce travail, on a principalement étudié la participation progressive de l’Etat dans l’organisation du système éducatif national à travers l’analyse des discours concernant l’importance des langues et leur rôle dans le processus de consolidation nationale.La problématique a été construite autour de trois axes. Le premier concerne l’évolution des enseignements des langues étrangères dans deux domaines (public et privé); le deuxième traite de l'interaction entre la langue nationale et les autres langues, au niveau éducatif et social. Le dernier axe analyse l’impact de l’immigration européenne dans la société, notamment du point de vue des transformations linguistiques, éducatives et culturelles. Sur le plan méthodologique, la recherche a été organisée autour de l'analyse des discours contemporains présentant l'utilité, voire la nécessité de l'enseignement des langues dans un pays qui se voulait moderne et ouvert sur l’étranger. Les appréciations et les jugements de valeur, les spécificités attribués à chaque langue ont été relevés afin de saisir les enjeux cachés derrière les débats. Les résultats obtenus ont permis de déterminer l'influence des discours sur les langues dans le processus de transformation de la société argentine.Cette thèse veut apporter un autre regard sur les problèmes d'ordre linguistique et identitaire dans une période de forts changements politiques, sociaux et culturels (1810-1910) et ouvrir la voie à de nouvelles recherches dans le domaine de l'histoire de l'enseignement des langues en Argentine During the 19th century, Argentina followed a model of nation inspired in European ones. This process, together with numerous debates and the organization404of the educational system was one of the worries of the political power. In this thesis, we studied principally the progressive participation of the State during the creation and organization of the National Education System through the analysis of discourses connected to the relevance of languages and their role in the process of national consolidation.This issue is built around three axes (main points). The first axis is related evolution of foreign languages teaching in both state and private settings; the second one focuses on the interaction between a national language (Spanish) and other languages, in the educational and social area. The last one to analyse is the impact of European immigration in society, particularly from the point of view of linguistic, cultural and educational transformations, principally because Argentina is the only country that received, during the analysed period, a larger number of immigrants than the native population.Within methodological area, in this thesis, we analysed the contemporary discourses that present the utility, better, the necessity of teaching languages in the building of a country that was meant to be modern and open to the outside. Appreciations and judgements, as well as stereotypes and specifications attributed to each language have been analysed with the aim of perceiving what was at stake behind linguistic and didactic debates.The results obtained allowed to determinate the influence of the language discourses in the process of transformation of Argentina’s society. On the other hand, the study plans and the programs analysed made it possible to verify the concrete changes operated in the educational system and to thus establish the interrelation between discourses of the most powerful part of society that show its desire of being able to inscribe Argentina in the concert of the most powerful nations and the concrete actions taken/ put into practice.This thesis wants to offer another look to the linguistic and identity problems, on a period of deep changes, political, social and cultural and to open the way to the new researches in the language learning history in Argentina

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Nar, Mohamed. "Conceptions identiques, ethos collectif et construction de l'identité verbale : échanges collaboratifs en classe de langue (le cas des apprenants de 4ème AM en Algérie)." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSES040/document.

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Notre travail de recherche essaie de répondre à la problématique suivante : « En quoi une approche sociodidactique peut-elle éclairer les interactions verbales en classe de langue, dans une tâche collaborative ? ». Il veut souligner l’importance de mettre en valeur des pratiques langagières sociales des apprenants dans une situation didactique. Pour cette approche typiquement sociodidactique et à travers un corpus complexe composé d’interactions verbales enregistrées dans la société et la classe algérienne, nous mettons en comparaison des tâches collaboratives sociales, des interactions-cours ordinaires et des tâches collaboratives scolaires réalisées par des apprenants de français de 4ème année moyenne en Algérie, du point de vue des actes de langage, des interactions, des rôles discursifs assumés par les acteurs. Notre étude voudrait montrer que des habitudes linguistiques et culturelles manifestées par les apprenants durant une activité qui relève de la pédagogie participative sont ancrées dans leurs pratiques sociales et populaires. Ces habitus seraient les indices d’une compétence acquise hors de la classe dans leur vie sociale et formeraient ainsi des moyens importants pour développer des compétences linguistiques et communicatives en langue cible Through our research, we have tried to answer the following question : "How can a sociodidactic approach enlighten verbal interactions, in a collaborative task, during the class of language ? ". It wants to emphasize the importance of highlighting the social language practices of learners in a didactic situation. Our complex corpus, composed of verbal interactions recorded in the Algerian society and in Algerian classrooms, has been analyzed through a typically sociodidactic approach : we compare social collaborative tasks, ordinary interactions and collaborative school tasks, carried out by 4th AM French learners in Algeria, from the point of view of speech acts, interactions, discursive roles.Our study should have shown that language and cultural habits, exhibited by learners during a participative pedagogy activity, are rooted in their social and popular practices. These habitus which are competences acquired out of the class, in their social life, should thus form important means to develop linguistic and communicative skills in the target language

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Thothe, Oesi. "Investigating the role of media in the identity construction of ethnic minority language speakers in Botswana : an exploratory study of the Bakalanga." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017788.

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This dissertation investigates the role of media in the identity construction of minority language speakers in Botswana, with a focus on the Bakalanga. The study is informed by debates around the degree to which the media can be seen to play a central role in the way the Bakalanga define their own identity. As part of this, it considers how such individuals understand their own sense of identity to be located within processes of nation-building, and in particular in relation to the construction of a national identity. It focuses, more particularly, on the extent to which the absence of particular languages within media can be said to impact on such processes of identity formation. The study responds, at the same time, to the argument that people’s more general lived experiences and their broader social environment have a bearing on how they make sense of the media. As such, it can be seen to critique the assumption that the media necessarily play a central and defining role within processes of socialisation. In order to explore the significance of these debates for a study of the Bakalanga, the dissertation includes a contextual discussion of language policy in Botswana, the impact of colonial history on such policy and the implications that this has had for the linguistic identity of the media. It also reviews theoretical debates that help to make sense of the role that the media plays within the processes through which minority language speakers construct their own identity. Finally, it includes an empirical case study, consisting of qualitative interviews with individuals who identify themselves as Bakalanga. It is argued that, because of the absence of their own language from the media, the respondents do not describe the media as central to their own processes of identity formation. At the same time, the respondents recognise the importance of the media within society, and are preoccupied with their own marginalisation from the media. The study explores the way the respondents make sense of such marginalisation, as demonstrated by their attempts to seek alternative media platforms in which they can find recognition of their own language and social experience. The study thus reaffirms the significance of media in society – even for people who feel that they are not recognised within such media.

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Nuñez, camacho Vladimir. "Langage, nation et identité : la construction de la nation en Colombie au XIXe siècle." Thesis, Montpellier 3, 2013. http://www.theses.fr/2013MON30006.

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Le présent travail est consacré à l’étude de la construction de la nation en Colombie au XIXe siècle, sujet qui a été traditionnellement étudiée par des historiens et dont le thème de la langue nationale est complètement négligé. Cette problématique est liée au fait que les scientifiques du langage en Colombie n’ont jamais traité le problème de la langue et sa relation avec la nation c’est pourquoi cette nécessité s’impose. Une deuxième préoccupation concerne le rôle des grammairiens-politiciens dans la conformation de la nation. L’élite éclairée qui a participé à l’indépendance et celle d’après qui a fondé la nation ont choisi le modèle de nation européen, et en même temps ont développé une stratégie où le mécanisme administratif colonial espagnol est remplacé par d’autres mécanismes de colonisation interne, que j’appelle d’endo-colonisation. La période d’étude de cette recherche commence en 1770 par l’édit royal du 10 mai qui interdit l’usage des langues autochtones dans tout le royaume espagnol, en passant par la création de l’Académie Colombienne de la Langue Espagnole en 1871, première Académie correspondante de l’Académie Royale Espagnole dans le monde jusqu’à 1886 année de la promulgation de la Constitution nationale qui a dominé le panorama politique Colombien au XXe siècle. L’étude de cette longue période implique l’élaboration d’une méthode d’analyse basée sur la combinaison de la méthode archéologique, généalogique et l’analyse du discours. Elle implique aussi une réflexion sur les rapports pouvoir-savoir et sur la production de subjectivités, qui interrogent notre passé à partir du présent This work is devoted to the construction of the nation in Colombia in the nineteenth century. This subject has been traditionally studied by historians who had neglected the national language theme related to the fact that language scientists in Colombia have never studied the relationship between nation and language. That’s why the need arises.A second concern is the role of grammarians-politicians in the conformation of the nation. The enlightened elite who participated in the independency and that who succeeded founding the nation chose the European nation model and at the same time developed a strategy where the Spanish colonial administrative mechanism is replaced by other internal colonization mechanisms that I call endo-colonization. This study examines the period between 1770 when the royal decree of May 10th prohibits the use of natives languages throughout the Spanish kingdom; going through the creation of the Colombian Academy of the Spanish Language in 1871 corresponding the Royal Spanish Academy, until the 1886 Constitution, which dominated the Colombian political landscape of the twentieth century. This study of this period involves the development of an analytical method based on the combination of archaeological, genealogical and discourse analysis method. It also involves a reflection about the relation power-knowledge and the production of subjectivities that interrogates our past from the present

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Ho, Man-bo, and 何萬寶. "To investigate the effects of identity construction on L2 learning motivation through learners' stories in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36757202.

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Pizarro, Dianne Frances. "Student and teacher identity construction in New South Wales Years 7 - 10 English classrooms." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/28853.

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Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2008. Bibliography: p. 159-177. This thesis examines student identity construction and teacher identity construction in the context of secondary English Years 7-10 classrooms in a comprehensive high school in Western Sydney, New South Wales, Australia. The research journey chronicles the teaching and learning experiences of a small group of students and teachers at Heartbreak High. The narrative provides insights into the factors responsible for creating teacher identity(s) and the identities of both engaged and disengaged students. -- Previous studies have tended to focus on the construction of disaffected student identities. In contrast, this case study tells the stories of both engaged and disengaged students and of their teachers utilising a unique framework that adapts and combines a range of theoretical perspectives. These include ethnography as a narrative journey (Atkinson, 1990), Fourth Generation Evaluation (Guba & Lincoln, 1990; Lincoln & Guba, 1989), reflexivity (Jordan & Yeomans, 1995), Grounded Theory (Strauss & Corbin, 1990; Sugrue, 1974) and multiple realities (Stake, 1984). -- The classical notion of the student-teacher dynamic is questioned in this inquiry. Students did not present powerless, passive, able-to-be motivated identities; they displayed significant agency in (re) creating 'self(s)' at Heartbreak High based largely on 'desires'. Engaged student identities reflected a teacher's culture and generally exhibited a "desire to know." In contrast, disaffected students exhibited a "desire for ignorance," rejecting the teacher's culture in order to fulfil their desire to belong to peer subculture(s). The capacity for critical reflection and empathy were also key factors in the process of their identity constructions. Disengaged students displayed limited capacity to empathise with, or to critically reflect about, those whom they perceived as "different". In contrast, engaged students exhibited a significant capacity to empathise with others and a desire to critically reflect on their own behaviour, abilities and learning. -- This ethnographic narrative offers an alternate lens with which to view pedagogy from the perspectives that currently dominate educational debate. The findings of this study support a multifaceted model of teacher identity construction that integrates the personal 'self(s)' and the professional 'self(s)' that are underpinned by 'desires'. Current tensions inherent in the composition of teacher identities are portrayed in this thesis and it reveals the teacher self(s) as possessing concepts that are desirous of being efficacious, autonomous and valued but are diminished by disempowerment and fear. Mode of access: World Wide Web. 266 p. ill

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Skučas, Saulius. "Speech as a means of constructing alternative gender identity: decoding gay communication in an American TV series "Queer as Folk"." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100617_093046-82149.

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The aim of the present study is to theoretically ground and practically present how the sexual identity of homosexual individuals is constructed through the language they use in an American TV series Queer as Folk. Since the LGBT (Lesbian, gay, bisexual, transgender) individuals have become a more visible group in the present-day society both in Lithuania and abroad, it is natural that there is a certain degree of interest in the lives of non-heterosexual people, their customs, communication patterns, the relationship among themselves as well as the relationship between them and the heterosexual, heteronormative society around them. One of the most recent branches of linguistics researches the peculiarities of the speech and speaking patterns of homosexual individuals. This study is a humble attempt to look, at least superficially, at this new branch of linguistics which has not yet been research in Lithuania. The thesis is divided into two separate parts: the first part of the thesis, the theoretical part, deals with aspects of alternative human sexualities and explains some sociological aspects of homosexuality. Also, some basic features of the Lithuanian and American LGBT communities are presented. This part theoretically covers the link between sexual identity and language. Theoretical part also presents earlier research carried out by scholars in the fields of sociolinguistics, sexuality and sociology. Also explained are the gay communication strategies, according to... [to full text] Šio darbo tikslas – teoriškai pagrįsti ir pristatyti kaip homoseksualių žmonių identitetas, jų lytinė tapatybė, yra konstruojama per kalbą amerikiečių televizijos seriale Queer as Folk. Homoseksualūs asmenys šiandieninėje visuomenėje, tiek Lietuvoje, tiek užsienyje, tapo pakankamai matoma grupė, todėl natūralu, kad kyla susidomėjimas homoseksualių žmonių gyvenimo, bendravimo, jų tarpusavio santykių bei santykių su kitais heteroseksualios ir heteronormatyvios visuomenės nariais ypatumais. Viena iš naujausių lingvistikos mokslo šakų tiria homoseksualių žmonių kalbėsenos ir kalbos vartojimo ypatumus. Šis darbas – tai kuklus bandymas bent paviršutiniškai pažvelgti į šią naują lingvistikos mokslo šaką, kol kas netyrinėtą Lietuvoje. Studija yra padalyta į dvi dalis: pirmojoje, teorinėje dalyje apie alternatyviąsias seksualines tapatybes aiškinami kai kurie homoseksualumo sociologiniai aspektai, bei bendrais bruožais pristatomos Lietuvos ir Jungtinių Valstijų homoseksualų bendruomenės. Taip pat teoriškai grindžiama seksualinio identiteto ir kalbos sąveika. Teorinėje dalyje pristatomi anksčiau atlikti mokslininkų tyrimai sociolingvistikos, seksologijos ir sociologijos srityse bei paaiškinamos gėjų komunikacijos strategijos, kuriomis remiantis praktinėje dalyje šifruojami homoseksualių asmenų bendravimo ypatumai. Praktinėje šio darbo dalyje pristatomas 2010 m. balandžio mėn. Vytauto Didžiojo universitete atliktas studentų požiūrio į homoseksualumą tyrimas bei analizuojama medžiaga... [toliau žr. visą tekstą]

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Dissertations / Theses on the topic 'Language identity construction'

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