Relevant bibliographies by topics / Language in Identity formation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language in Identity formation'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Language in Identity formation"

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Silva, Victoria Oliveira da, and Larissa Dantas Rodrigues Borges. "Language Teacher Identity Formation." Revista Linguagem em Foco 13, no. 1 (June 4, 2021): 381–402. http://dx.doi.org/10.46230/2674-8266-13-5191.

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Becoming a teacher is a process that underlies different aspects and purposes of social interaction and the construction of a professional identity. Student-teachers perception of themselves and their emotional states might differ from what is expected from them or even from their own goals. Therefore, this research attempted to investigate the development of teacher identity formation in Teaching English as a Foreign Language (TEFL) students through their own perception of their professional identity. It was conducted as a case study ­and the participants were undergraduate students in the last term. An open-ended questionnaire was used to collect data. Practical activities related to teaching and contact with teaching contexts and with students had a positive evaluation on the part of student-teachers regarding the formation of their identity as teachers. This research demonstrates the importance of the practice in the context of teacher training for the establishment and maturation of teacher identity.
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Van den Bulck, Hilde, and Luc Van Poecke. "National Language, Identity Formation and Broadcasting." European Journal of Communication 11, no. 2 (June 1996): 217–33. http://dx.doi.org/10.1177/0267323196011002004.

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Aspachs-Bracons, Oriol, Irma Clots-Figueras, Joan Costa-Font, and Paolo Masella. "Compulsory Language Educational Policies and Identity Formation." Journal of the European Economic Association 6, no. 2-3 (April 2008): 434–44. http://dx.doi.org/10.1162/jeea.2008.6.2-3.434.

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Rodríguez Tamayo, Ilba Yaneth, and Lina María Tenjo-Macías. "Children’s Cultural Identity Formation: Experiences in a Dual Language Program." GiST Education and Learning Research Journal 18 (June 21, 2019): 86–108. http://dx.doi.org/10.26817/16925777.439.

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The role of cultural identity in bilingual programs has been barely discussed in regards to SLA. This research focuses on providing relevant information that helps in having more knowledge about the experiences that an elementary student has during the second language learning process in a bilingual program within a multicultural context. This qualitative study took place in a Dual Language Program in a public elementary school, in Northern Virginia, USA, where 17 students were immersed in a 50:50 program, that is, 50% of classes were in English and the other 50% in Spanish The information was collected by using in person interviews, focus group sessions, and participants and field observations. Receiving others’ influence; living situations as determiners of languages switch, and using two languages as a key aspect in self-esteem improvement, were the experiences which emerged as the ones which contributed in children’s cultural identity formation.
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Rahman, Tariq. "The Pashto language and identity‐formation in Pakistan." Contemporary South Asia 4, no. 2 (July 1995): 151–70. http://dx.doi.org/10.1080/09584939508719759.

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Rapisheva, Zh, and M. Nazarova. "To the problem of formation of multilingual linguistic personality in the multicultural space of Kazakhstan." Bulletin of the Karaganda University. Philology series 98, no. 2 (June 30, 2020): 6–12. http://dx.doi.org/10.31489/2020ph2/6-12.

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The article discusses the problems of the formation of a linguistic personality in the modern multicultural space of Kazakhstan. The authors, having studied theoretical concepts aimed at studying the «linguistic personality» in linguistics, analyze the linguistic and extralinguistic factors that influence the formation of the national linguistic identity, the second linguistic identity, the linguistic identity of the Eurasian type. The authors conclude that a modern specialist in the Eurasian space, a linguistic person in the multicultural space of Kazakhstan, a person with speech and cultural competencies, must speak at least three languages - the state language, the language of interethnic relations and the language of international relations, and for modern Kazakhstan such languages are Kazakh, Russian and English.
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Miller, Elizabeth R., Brian Morgan, and Adriana L. Medina. "Exploring Language Teacher Identity Work as Ethical Self-Formation." Modern Language Journal 101, S1 (January 2017): 91–105. http://dx.doi.org/10.1111/modl.12371.

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Sulik, Aleksandra A. "Philosophy on bilingual education: Sociocultural competence and Identity." Освітній вимір 54, no. 2 (June 25, 2020): 198–212. http://dx.doi.org/10.31812/educdim.v54i2.3868.

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In this article the author views philosophy questions of language and identity on bilingual education. There are two philosophies of bilingual education: maintenance and transitional, which influence on the way of learning foreign language and, as a result, on a person’s development in society — awareness of human identity. The author describes functions and structures of a bilinguism, a sociocultural competence, a language and an identity and says that learning languages and personality formation are connected. So that way what language and how we learning it define us in society.
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Wulandari, Dwi, and Afif Noor. "Foreign Language Learning, Environment, and their Influence on Moslem Teenage Learners’ Identity." E3S Web of Conferences 202 (2020): 07043. http://dx.doi.org/10.1051/e3sconf/202020207043.

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This study is aimed at looking at how the environment of foreign language learnings affect the identity formation of the teenage learning them. English and Arabic languge, the language learnt formally by teenage at madrasa, are compared to find out which influences what in learners identity. The study shows that learners see both languages in a positive attitude, though in a different manner. English is seen with pretty much respct of the symbols of modernization, and therefore the learners are more cautious in using them, although some studies report that there is no negative influence of English on learners’ identity. On the other hands, Arabic language is easily view as part of learners’ identity as it is closely related with Islam. Though the learners perceive the language in a quite different manner, the result of their learning aimed at communication show quite similar result, as both processes show the difficulty in enhancing quick achivements.
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Zangieva, Zarema N. "The usage of phraseological units as a mean of civil identity formation." Vestnik of North-Ossetian State University, no. 2(2021) (June 25, 2021): 101–13. http://dx.doi.org/10.29025/10.29025/1994-7720-2021-2-101-113.

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One of the conditions for the equal access of citizens of a multiethnic state to participation in the economic and social life of the country, regardless of ethnic origin, is their language competence, primarily in the state language. The desire for political and economic integration, free migration of the population also urgently requires the provision of language training at a level that will allow specialists to fully compete in the labor market. The answer to these challenges of the time was multicultural education. The reliance on the elements of national culture acquires particular importance at the advanced stage of teaching the Russian language, when phraseological units of the native and Russian languages are used as one of the means of teaching. The presence of phraseological turns in speech is one of the indicators of a high level of its development. Speech, in which phraseological turns are used, acts not only as a means of communication, but also as a means of expressing thoughts in a figurative form, an emotional attitude to reality. Questions of the comparative characteristics of phraseological units of the Russian and Ossetian languages are still a little studied problem, the study of which is important, both for the creation of a general theory of phraseology, and for linguistic practice and teaching the Russian language to Ossetian students. A comparative analysis of the phraseological units of the languages under consideration allows us to outline a strategy for the methodology of using phraseology as a means of teaching Russian to Ossetian students at a national university, to identify the difficulties that Ossetians face when studying Russian phraseology, and to predict interference. An effective solution to the problems of multicultural education and upbringing is achieved not only through the content of education, but also through the formation and development of critical thinking in students, the use of interactive teaching methods, taking into account the psychological characteristics of the ethnic identity of various ethnic groups, as well as through the observance of the continuity of educational levels and appropriate training teachers.
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Dissertations / Theses on the topic "Language in Identity formation"

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Vismara, Meghan Lynn. "Identity and Language Use in Adolescent Latina/o Literature." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/82523.

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This thesis examines how characters in adolescent Latina/o literature use and reflect on both English and Spanish languages, bilingualism and how language use informs a character’s identity. In this thesis a particular emphasis is placed on code switching as a literary device in adolescent Latina/o literature. Investigations on code switching point to this, that many authors use code switching as a way for authors and characters to show the difficulties of living between two cultures. I examined the works of three accomplished authors of Latina/o adolescent in this investigation: Benjamin Alire Sáenz’s Aristotle and Dante Discover the Secrets of the Universe (2012), Julia Álvarez’s Before We Were Free (2002) and the Tía Lola Series (2009), and Pam Muñoz Ryan’s Esperanza Rising (2004) and Echo (2015). The struggle to find one’s identity as an immigrant in the United States can emotionally compare to the struggle of an adolescent trying to balance their struggles of identity and this similarity of identity definition can be seen in all of these works. I argue that these authors use code switching and discussions on bilingualism as a device that helps articulate the exploration of the protagonist's search for identity into adulthood. Code switching and bilingualism are used to juxtapose the childhood and adult stages of the characters. These serve as ruptural elements that defy the generation of the parents and the cultural expectations. Code switching further serves as a mechanism through which protagonists reject and accept aspects of their identity development, from homosexuality to economic status. In a parallel way, I explore the importance of adolescent Latina/o literature as a referential axis for Latina/o youth in their process of development. This genre plays a role in development by showing strong, non-stereotypical characters who can help shape Latina/o identity for the next generation in the United States. Because adolescence is the stage in life where the individual goes through a time of questioning identity and development, this thesis shows that adolescent Latina/o literature may be best suited to show the process of growing up as compared to mainstream adolescent literature and gives a concrete metaphor for the challenges that many adolescents face.
Master of Arts
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Jones, Sara Leah Rhys. "Impression formation in British sign language and deaf-linguistic identity theory." Thesis, Cardiff University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432903.

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Day, Elaine Mellen. "Identity formation in a kindergarten English language learner, an ethnographic case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0024/NQ51852.pdf.

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Hatami, Azade. "Identity Formation : A Process Entwining Generations." Thesis, Blekinge Tekniska Högskola, Institutionen för humaniora och samhällsvetenskap, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-1759.

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The core of this essay is the book "The God of Small Things" written by the Indian novelist Arundhati Roy. The strong power of both caste systems or traditional principles and politics is the starting-point of this essay. For this reason, as the center of this tale is a Hindu family of high caste, and consequently very traditional, the identity of the women in the book are of great interest. The women in "The God of Small Things" are very fascinating not only for the reason that they are strongly influenced by their life stories, but even more for the influence their actions and identities have on their children. Of course, none of them can be judged for the shape of their identity, as they all are a merger of culture, religion and politics. More exactly, the divided identities of these women are discussed in relation to firstly their Hindu identity acquired by their society and traditions, and secondly their colonial/post-colonial identity nearly imposed upon them by the colonial forces. In this essay I discuss and analyse three generations of women, a total of four characters. In addition, two other characters are used in order to illustrate the differences that women from the colonizing country (Great Britain) hold in contrast to women from the colonized country (India).
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Villarreal, Ballesteros Ana Cecilia. "PROFESSIONAL IDENTITY FORMATION AND DEVELOPMENT OF IMAGINED COMMUNITIES IN AN ENGLISH LANGUAGE MAJOR IN MEXICO." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195059.

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Recent work has shown the importance of identity in language learning and how the desire to belong to an imagined community drives individuals to invest in their learning (Norton, 2000). This work has documented that a mismatch between students' imagined community and the community envisioned by the teacher can have negative outcomes on students' learning trajectories. Other research has explored how institutional policies and their linked educational practices reflect differences in the imagined communities each institution sees their students potentially joining in the future (Kanno, 2003) and how reading materials and the discourses reflected in them can affect learners' visions of themselves(Pavlenko, 2003). However few studies have tried to document how an `imagined community' might be collectively constructed for others through a complex interaction of social and cultural structures, circulating discourses, institutional discourses, educational practices, group dynamics and personal histories that produce visions of potential identities (I) and their respective imagined communities (IC's) in which newcomers get socialized. There is a gap in current research on how `imagined communities' and `identities' for second language learners get constructed, circulated and made available to learners within institutional contexts.Through this qualitative study involving questionnaires and autobiographical research I studied the construction of imagined communities in an English language major in Mexico. I explored how professional identities and their related imagined communities are collectively constructed and made available to students in order to understand how institutions, programs administrators and faculty members could enhance the spread of successful professional identities and inspire/stimulate L2 speakers in their educational and professional trajectories.
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Doganaksoy, Ipek. "The Role Of Language In The Formation Of Kazakh National Indentity." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610030/index.pdf.

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ABSTRACT THE ROLE OF LANGUAGE IN THE FORMATION OF NATIONAL IDENTITY IN POST-SOVIET KAZAKHSTAN DOgANAKSOY, ipek M.Sc., Department of Eurasian Studies Supervisor: Assoc. Prof. Dr. AySegü
l Aydingü
n September 2008, 114 Pages The aim of the thesis is to analyze the relationship between language and the formation of national identity in post-Soviet Kazakhstan. The launch of language policies in the Republic of Kazakhstan right after the break up of the Soviet Union aim to promote the status of Kazakh language as well as to support its use in state and public life spheres as a means of communication and to foster the national consciousness among the public. Although, official efforts combined with the discourses of the political elites aim to promote the status of the Kazakh language, various factors such as, the demographic structure, the quality of the Kazakh language and the rural and urban dichotomy, hindered the effective enforcement of these policies. The main argument of the thesis is that due to the existing factors which are mentioned above the usage of Kazakh language by the people of Kazakhstan as a means of communication in the short-run does not seem to be attainable. The Kazakh language, within the process of national identity formation, acts and would remain to act as a symbolic tool.
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Jellie, Maria. "The Formation of Pākehā Identity in Relation to Te Reo Māori and Te Ao Māori." Thesis, University of Canterbury. Maori and Indigenous Studies, 2001. http://hdl.handle.net/10092/961.

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This thesis explores the experiences of European New Zealanders who have learnt te reo Māori and how through their learning they have gained a better understanding of what it means to be Pākehā in New Zealand. This thesis looks at the reasons why European New Zealanders want to learn te reo Māori (chapter 5); experiences from learning te reo Māori and being involved with Māori culture within both te ao Māori and te ao Pākehā are also discussed (chapter 6). The concept of a Pākehā identity, one that involves a relationship with te ao Māori is also examined (chapter 7). The use of the term Pākehā by European New Zealanders is a rather recent phenomenon. The thesis endeavours to discover differences between those European New Zealanders who do and do not identify with the term 'Pākehā'. Which New Zealanders identify with the term 'Pākehā', and the examination of who finds the term derogatory is also discussed (chapter 4). Since European contact with Māori, fluency in te reo Māori in New Zealand has dramatically declined. As a background to the research undertaken here, this study also reviews the history of te reo Māori since European contact and the revitalisation efforts made by Māori to maintain the language. The exploration of the idea that te reo Māori can be the basis of a new national identity that all New Zealanders can share is also discussed (Chapter 2). This chapter also explores the origin and meaning of the term Pākehā, and the creation of popular usage of the term among European New Zealanders.
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Garcia, de la Barga Claudia. "Dynamique identitaire et capacitaire en situation de formation : le cas des créateurs de mode." Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30097/document.

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L'objectif principal de notre étude a été d'explorer la relation qui existe entre les processus créatifs et la construction identitaire. L'acte créatif est personnel, subjectif et intime. « L'action est au cœur de la subjectivité, car elle a le pouvoir de mettre en relation les intentions, les représentations, le système de valeurs et le sentiment de capacité » (Costalat-Founeau, 2008). Nos recherches s'appuient sur la base théorique de l'égo-écologie (Zavalloni & Louis-Guérin, 1984 ; Zavalloni, 2007) qui met en évidence la complexité des transactions qui concourent à la construction du sens et de manières d'être et d'agir au sein de la dynamique identitaire. Cette approche envisage l'individu de façon holistique, elle conçoit l'identité comme un environnement intérieur et centre son analyse sur les représentations sociales construites en tant que métaphores imagées de la réalité. Le sujet en tant qu'agent transactionnel et dialogique est un sujet discursif. C'est par et dans le discours que l'égo-écologie et sa méthode IMIS cherche les liens entre les éléments de l'environnement interne et ceux du monde externe en faisant émerger des mots identitaires qui agissent en tant que régulateurs ontologiques de la dynamique identitaire et de tout projet créatif. Le projet créatif prend racine et se dynamise dans la subjectivité du le sujet en privilégiant l'expression des émotions, des valeurs, des intentions, des motivations et des capacités investissant l'action d'un pouvoir réalisateur qui vise la cohérence interne et externe. Nous avons mené cette étude exploratoire de façon longitudinale en ayant pour cas des étudiants en création de mode sur trois ans
The main purpose of our research was to explore the relation between the creative processes and the identity construction. The creative act is personal, subjective an intimate. «Action is to be found at the heart of subjectivity because it has the power of relating aspirations, representations, as well as values and the sense of ability» (Costalat-Founeau, 2008). Our research leans on the theoretical basis of ego-ecology (Zavalloni & Louis-Guérin, 1984; Zavalloni, 2007) which highlights the complexity of the exchanges contributing to the construction of sense and way of being and acting at the very core of identity dynamics. This approach sees the individual on a holistic way; it conceives identity as an internal environment and focuses on the analysis of social representations built as imaged metaphors of reality. The subject as a transactional and dialogical agent is a discursive subject. It's with and in the speech that ego-ecology and the IMIS method try to find a relation between internal and external environment elements by finding identity words that are used as ontological regulators of the identity dynamic and any creative project. The creative project starts and boosts itself in the subject's subjectivity preferring the expression of emotions, values, aspirations, motivations and abilities that take part of a productive power focused on internal and external coherence. We made this exploratory study on a longitudinal way using as subjects fashion design students during three years
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Natiw, Paul Gerard. "The transition from the individual to the global level language and identity formation in German literature and culture /." Tallahassee, Florida : Florida State University, 2010. http://etd.lib.fsu.edu/theses/available/etd-04062010-214743/.

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Thesis (M.A.)--Florida State University, 2010.
Advisor: Christian Weber, Florida State University, College of Arts and Sciences, Dept. of Modern Languages and Linguistics. Title and description from dissertation home page (viewed on July 13, 2010). Document formatted into pages; contains vi, 59 pages. Includes bibliographical references.
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Xiang, Li. "Survive or Thrive: a Mixed Method Study of Visiting Chinese Language Teachers' Identity Formation in the U.S. Classrooms." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3618.

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In recent years in the United States, an increasing number of people are learning Mandarin, the dominant Chinese language in China. Because of the shortage of Mandarin teachers, many visiting teachers from China with Chinese educational background are teaching Mandarin in the U.S. schools. In the U.S. classrooms, these teachers are challenged to adapt to a new setting. This experience can lead them to changing their teaching identity, that is, their basic beliefs, attitudes and practices about teaching. Understanding how Chinese teachers may form a new teaching identity in the U.S. context serves to inform future professional development activities designed to increase their competence as teachers in U.S. classrooms. The purpose of this study was to describe and explain what is visiting Chinese language teachers' identity and how the identity changes might take place when they teach Mandarin in U.S. classrooms. The broader goal is to find ways to encourage Chinese language teaching competency in the U.S. classrooms and to foster cross-cultural communication. In this study, I used mixed methods research to study 14 visiting Chinese language teachers with Chinese educational background to find out how they perceive their teaching and how they teach in the U.S. classrooms. My findings were: (a) visiting Chinese language teachers changed their teaching attitudes, beliefs, and teaching practice in U.S. classroom; (b) teachers with a high teaching identity on Teaching Identity Survey maintained a high level of teaching identity after four months of teaching in U.S. classrooms; and, (c) visiting Chinese language teachers who changed their teaching identity engaged in critical reflections on their teaching practice, and learned from both Chinese and U.S. teachers. To have a positive impact on Chinese language teachers' identity and increase the likelihood of success, two implications are evident. First, Chinese language teachers could benefit from the professional development program with a focus on cultural differences and U.S. classroom management strategies. Second, U.S. schools and Chinese language programs need to create opportunities for teachers to learn from each other and build a professional community.
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Books on the topic "Language in Identity formation"

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Higgins, Christina. Identity formation in globalizing contexts: Language learning in the new millennium / edited by Christina Higgins. Berlin: De Gruyter Mouton, 2012.

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Mengestu, Abera Mitiku. God as father in Paul: Kinship language and identity formation in early Christianity. Eugene, Oregon: Pickwick Publications, 2013.

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Chalmers, Rhoderick Alasdair Macdonald. 'We Nepalis': Language, literature and the formation of a Nepali public sphere in India, 1913-1940. [London]: British Thesis Service, The British Library, 2003.

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Laitin, David D. Identity in formation: The Russian-speaking populations in the near abroad. Ithaca: Cornell University Press, 1998.

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Heller, Monica. The role of French-language schools in the formation of French ethnic identity in Toronto. Toronto, Ont: Centre de recherches en éducation franco-ontarienne, 1987.

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Heller, Monica. The role of French-language schools in the formation of French ethnic identity in Toronto. Toronto, Ont: Centre de recherches en éducation franco-ontarienne, 1987.

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Heller, Monica. Le rôle de l'école de langue française dans la formation de l'identité française à Toronto. Toronto, Ont: Centre de recherches en éducation franco-ontarienne, 1985.

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Heller, Monica. Le role de l'école de langue française dans la formation de l'identité ethnique française à Toronto: Rapport final soumis à Multiculturalisme Canada, Secrétariat d'État. Toronto, Ont: Centre de recherches en éducation franco-ontarienne, 1986.

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Colloque, Centre d'études franco-canadiennes de l'Ouest. Les discours de l'altérité: Les actes du douzième colloque du Centre d'études franco-canadiennes de l'Ouest tenu à l'Institut de formation linguistique, Université de Regina, les 23 et 24 octobre 1992. Regina: Institut de formation linguistique, Université de Regina, 1994.

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Adams, Gerald R. Adolescent identity formation. Newbury Park: Sage Publications, 1992.

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Book chapters on the topic "Language in Identity formation"

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Isaka, Riho. "The formation of Gujarat state." In Language, Identity, and Power in Modern India, 137–62. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003177166-6.

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Adrey, Jean-Bernard. "Unity and Diversity in Corsica: Patterns of Identity and Political Separatism." In Discourse and Struggle in Minority Language Policy Formation, 142–59. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230583986_6.

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Slimani-Rolls, Assia. "Modern Language Teacher Identity Formation Through Engagement with Exploratory Practice: The Future Will Tell." In Negotiating Identity in Modern Foreign Language Teaching, 117–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27709-3_6.

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Gill, Saran Kaur. "Language, Nation-Building and Identity Formation in a Multi-Ethnic Society." In Multilingual Education, 17–33. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7966-2_2.

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Rock, Jonna. "Parallel Cases of Linguistic and Ethnic Identity Formation in European Minority Groups." In Intergenerational Memory and Language of the Sarajevo Sephardim, 207–26. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14046-5_5.

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Stewart, Alison. "6. Using Actor-Network Theory to Problematize Agency and Identity Formation of Filipino Teachers in Japan." In Theorizing and Analyzing Language Teacher Agency, edited by Hayriye Kayi-Aydar, Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese, and Gergana Vitanova, 82–100. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923927-008.

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Țacu, Andreea Daniela. "The Influence of Satire on Identity Formation in Jonathan Coe’s The House of Sleep." In Belgrade English Language and Literature Studies: BELLS90 Proceedings. Volume 2, 257–70. Belgrade: Faculty of Philology, University of Belgrade, 2020. http://dx.doi.org/10.18485/bells90.2020.2.ch19.

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Brantly, Susan C. "Dislocation and identity formation in the work of Isak Dinesen." In Comparative History of Literatures in European Languages, 555–61. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/chlel.xxxi.43bra.

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Kamerāde, Daiga, and Ieva Skubiņa. "Growing Up to Belong Transnationally: Parent Perceptions on Identity Formation Among Latvian Emigrant Children in England." In IMISCOE Research Series, 145–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12092-4_7.

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Abstract As a result of the wide availability of social media, cheap flights and free intra-EU movement it has become considerably easier to maintain links with the country of origin than it was only a generation ago. Therefore, the language and identity formation among children of recent migrants might be significantly different from the experiences of children of the previous generations. The aim of this paper is to examine the perceptions of parents on the formation of national and transnational identity among the ‘1.5 generation migrant children’ – the children born in Latvia but growing up in England and the factors affecting them. In particular, this article seeks to understand whether 1.5 generation migrant children from Latvia construct strong transnational identities by maintaining equally strong ties with their country of origin and mother tongue and, at the same time, intensively creating networks, learning and using the language of the new home country. The results of 16 semi-structured in-depth interviews with the parents of these children reveal that the 1.5 generation Latvian migrants are on a path of becoming English-dominant bilinguals. So far there is little evidence of the development of a strong transnational identity among 1.5 generation migrant children from Latvia. Instead, this study observed a tendency towards an active integration and assimilation into the new host country facilitated by their parents or occurring despite their parents’ efforts to maintain ties with Latvia. These findings suggest that rather than the national identity of the country of origin being supplemented with a new additional national identity – that of the country of settlement – the identity of the country of origin becomes dominated by it instead.
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Levesque, Roger J. R. "Identity Formation." In Encyclopedia of Adolescence, 1362–63. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_501.

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Conference papers on the topic "Language in Identity formation"

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Oberemko, Olga G. "The Language Worldview Formation Through Learning Several Foreign Languages." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.113.

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Kolobkova, Anastasia A. "Formation Of French-Language Educational Lexicography In Xviii – Early Xix Centuries." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.65.

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Sorokoumova, Galina V. "Formation Of Psychological Readiness To Voluteering Among Students – Future Foreign Language Teachers." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.8.

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Barasheva, Elena V. "Ways Of Ethnic Tolerance Formation Among Students By Conducting Foreign Language Classes." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.13.

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Vanco, Ildiko. "THE ROLE OF LANGUAGE IN THE FORMATION OF IDENTITY OF HUNGARIANS IN SLOVAKIA AND UDMURTS IN UDMURTIA." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/hb31/s10.044.

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Jawaut, Nopthira, and Remart Dumlao. "From Upland to Lowland: Karen Learners’ Positioning and Identity Construction through Language Socialization in the Thai Classroom Context." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.9-2.

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Karen (or Kariang or Yang) are a group of heterogeneous ethnic groups that do not share common culture, language, religion, or material characteristics, and who live mostly in the hills bordering the mountainous region between Myanmar and neighboring countries (Fratticcioli 2001; Harriden 2002). Some of these groups have migrated to Thailand’s borders. Given these huge numbers of migrant Karens, there is a paucity of research and understanding of how Karen learners from upland ethnic groups negotiate and construct their identities when they socialize with other lowland learners. This paper explores ways in which Karen learners negotiate and construct their identities through language socialization in the Thai learning context. The study draws on insights from discourse theory and ecological constructionism in order to understand the identity and negotiation process of Karen learners at different levels of identity construction. Multiple semi-structured interviews were conducted to gain deeper understandings of this phenomenon between ethnicity and language socialization. The participants were four Karen learners who were studying in a Thai public university. Findings suggest that Karen learners experience challenges in forming their identity and in negotiating their linguistic capital in learning contexts. The factors influencing these perceptions seemed to emanate from the stakeholders and the international community, which played significant roles in the context of learning. The findings also reflect that Karen learner identity formation and negotiation in language socialization constitutes a dynamic and complex process involving many factors and incidences, discussed in the present study. The analysis presented has implications for immigration, mobility, language, and cultural policy, as well as for future research.
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Anspoka, Zenta. "The Research of Latvian Language Competence of Secondary Education Institution Graduates for Career Development." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.003.

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The topicality of the research is related to the goal of education to help a pupil to become a proficient language user who has acquired not only the basic skills of the language, but also understanding of the role of the Latvian language as the state language in the integration of the society, formation of national identity and cultural-historical heritage preservation. The aim of the study is to analyse Latvian language competence of graduates of Latvian language of instruction, minority secondary education institutions and state gymnasiums of Kurzeme, Latgale and Riga for their readiness for further career development. The methodology of the research is the outcome of the career development and sociolinguistic and linguo-didactic theories, which are based on the cognitive constructivist approach. The results of the empirical research are obtained from 409 texts of judgments systematized in the balanced corpus of modern Latvian language texts within the framework of the National Research Programme “Latvian Language” (No VPP-IZM-2018/2-0002). Language competence of graduates from secondary education institutions is low. It is affected by the linguistic environment, attitude towards language as an economic and social value, its learning motivation and insufficiency in language didactics. The research outcomes outline several important aspects for the improvement of the Latvian language didactics.
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Bychkova, Tatyana. "Cognitive approach to the theory of abbreviation." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.11129b.

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The formation of abbreviations is explained mainly by the action of two factors: extralinguistic and intralinguistic. Extralinguistic factors include social transformations, scientific and technological progress, and interethnic changes. Being qualitative in nature, they are characterized by dialectical dynamics. Intralinguistic factors should be understood as the effect of internal laws that determine the evolution of language. In language there is a dialectical struggle of opposites, which determines its self-development. These opposites can be called language antinomies, each identity is the key to the stability of the system, the specific resolution of any of these opposites generates new collisions, new contradictions in the language (in principle-of the same order) and, consequently, their final resolution is impossible: they are a constant stimulus for the internal development of the language. The stimulus to abbreviate lies with the speaker, who has full knowledge of information, in the process of communication and unilaterally seeks to reduce multi-component and cumbersome terms represented by long words, complex words and phrases. Language signs are replaced with codes by communicants, and familiar words are shortened.
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Bychkova, Tatyana. "Cognitive approach to the theory of abbreviation." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.11129b.

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The formation of abbreviations is explained mainly by the action of two factors: extralinguistic and intralinguistic. Extralinguistic factors include social transformations, scientific and technological progress, and interethnic changes. Being qualitative in nature, they are characterized by dialectical dynamics. Intralinguistic factors should be understood as the effect of internal laws that determine the evolution of language. In language there is a dialectical struggle of opposites, which determines its self-development. These opposites can be called language antinomies, each identity is the key to the stability of the system, the specific resolution of any of these opposites generates new collisions, new contradictions in the language (in principle-of the same order) and, consequently, their final resolution is impossible: they are a constant stimulus for the internal development of the language. The stimulus to abbreviate lies with the speaker, who has full knowledge of information, in the process of communication and unilaterally seeks to reduce multi-component and cumbersome terms represented by long words, complex words and phrases. Language signs are replaced with codes by communicants, and familiar words are shortened.
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Ķestere, Iveta, and Baiba Kaļķe. "Learning National Identity Outside the Nation-State: the Story Of Latvian Primers (Mid-1940s – Mid-1970s)." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.03.

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In order to understand how the concept of national identity, currently included in national legislation and curricula, has been formed, our research focuses on the recent history of national identity formation in the absence of the nation-state “frame”, i.e. in Latvian diaspora on both sides of the Iron Curtain – in Western exile and in Soviet Latvia. The question of our study is: how was national identity represented and taught to next generations in the national community that had lost the protection of its state? As primers reveal a pattern of national identity practice, eight primers published in Western exile and six primers used in Soviet Latvian schools between the mid-1940s and the mid-1970s were taken as research sources. In primers, national identity is represented through the following components: land and nation state iconography, traditions, common history, national language and literature. The past reverberating with cultural heritage became the cornerstone of learning national identity by the Latvian diaspora. The shared, idealised past contrasted the Soviet present and, thus, turned into an instrument of hidden resistance. The model of national identity presented moral codes too, and, teaching them, national communities did not only fulfill their supporting function, but also took on the functions of “normalization” and control. Furthermore, national identity united generations and people’s lives in the present, creating memory-based relationships and memory-based communities.
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Reports on the topic "Language in Identity formation"

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Xiang, Li. Survive or Thrive: A Mixed Method Study of Visiting Chinese Language Teachers' Identity Formation in the U.S. Classrooms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5510.

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Ross, Kassandra, and Young-A. Lee. Social Media Era Consumers' Identity Formation: A Symbolic Interactionist Approach to Consumer-Brand Identity Co-creation. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8790.

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Bonder, Linda. Identity Construction and Language Use by Immigrant Women in a Microenterprise Development Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3013.

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Peterson, Jay. Ethnic and Language Identity Among a Select Group of Vietnamese-Americans in Portland Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7179.

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Bentley, Judith. Identity formation : a comparison of adolescents adopted through agency versus private placements. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5999.

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Basu, Alaka, and Sajeda Amin. Some preconditions for fertility decline in Bengal: History, language identity, and an openness to innovations. Population Council, 2000. http://dx.doi.org/10.31899/pgy6.1043.

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Seifert, Christin, and Veena Chattaraman. Design Identity Formation and Self-Reflection Strategies in the Development of Students' Design ePortfolio. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-91.

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Howell, Alexandra, and Leslie D. Burns. Her Choice: Identity Formation and Dress Among Iranian, Muslim Women Living in the United States. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1138.

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Jung, Su-Jin. Social Capital and Cultural Identity for U.S. Korean Immigrant Families: Mothers' and Children's Perceptions of Korean Language Retention. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2919.

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Becker-Green, Jody. Developing One's Self: Adoption and Identity Formation Through the Eyes of Transracially Adopted Native American Adults. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2792.

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