Journal articles: '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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Bagiyan, A. Y., and T. A. Shiryaeva. "The Role of Language in Professional Identity Formation: Linguodidactic Aspect." Philology at MGIMO 7, no. 1 (April 4, 2021): 119–29. http://dx.doi.org/10.24833/2410-2423-2021-1-25-119-129.

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The article analyses and demonstrates the practical application of the authors’ method of specialist’s professional identity formation through foreign language classes (English, advanced level). The methodology is based on the principle of shaping professional linguistic personality as a central element of professional identity. The authors identify the correlation dependence of the indicated phenomena, on the basis of which the linguistic foundation of the study is built - the selection and analysis of language material through the method of conceptual linguistic engineering of professional identity. Due to the presented complex linguistic analysis, the authors collect a corpus of textual and language units - a working thesaurus which forms the linguistic basis of the entire educational process of forming a professional linguistic personality.Content-wise, the methodology is based on thematic planning, which is as close as possible to the professional activities of the future specialist. For example, the topics proposed for discussion by the students inthe described pilot manual substantially duplicate the main stages of the business plan. This structure allows us to purposefully form the professional language personality of the student, as well as the necessary professional competencies.The obligatory project component as the final element of each thematic stage contributes to a deeper consolidation of the mastered language material and practical skills in a certain, profession-given, activity format. The entire process of forming the professional language personality is based on a comprehensive systematic study of productive language skills (speaking, writing).The offered technique promotes not only the deep study of linguistic skills and development of the future profession discourse space but also develops a wide range of soft skills especially demanded by employers nowadays.

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Phan Le Ha. "English as an international language: international student and identity formation." Language and Intercultural Communication 9, no. 3 (August 2009): 201–14. http://dx.doi.org/10.1080/14708470902748855.

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Kornienko, O. Yu. "THE ROLE OF LANGUAGE WORLDVIEW IN THE FORMATION OF IDENTITY." RUSSIA AND THE CONTEMPORARY WORLD, no. 2 (2021): 86–99. http://dx.doi.org/10.31249/rsm/2021.02.06.

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Sade, Liliane Assis. "Complexity and identity reconstruction in second language acquisition." Revista Brasileira de Linguística Aplicada 9, no. 2 (2009): 515–37. http://dx.doi.org/10.1590/s1984-63982009000200008.

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The participation of the individual in different discursive practices contributes to the social formation of identity which is not only constituted, but also, fractalized and emerged via discourse. Taking the concept of polyphony, proposed by Bakhtin (1981, 1986), this work intends to discuss the social formation of the self and the emergence of multiple identities through the perspective of Complexity Theory. Borrowing the concepts of attractors, bifurcation points and fractals from Chaos Theory, and relating them to identity issues, this paper shows how the acknowledgement of identity as a complex/chaotic system can be useful to a deeper understanding of the language acquisition process. Some narratives of AMFALE project are used in order to exemplify the theoretical issues proposed.

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Debié, Muriel. "Syriac Historiography and Identity Formation." Church History and Religious Culture 89, no. 1 (2009): 93–114. http://dx.doi.org/10.1163/187124109x408014.

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AbstractHistoriographical texts are here read as literary compositions of their time, providing us with various elements of the process of identity construction or reconstruction. The first West Syrian historical texts were produced in the sixth century, when the history of what would become the Syrian Orthodox Church began. An examination of contemporary sources and myths of origins shows that the ethnic origins of the Abgarid dynasty played no part in Syrian 'ethnogenesis', but that there existed a notion of Syro-Mesopotamian origins, closely related to a supposed homeland, that of Aram. An acknowledged common ancestry going back to the Chaldean and Assyrian Empires relies on a common language more than a common homeland or sovereign. Whereas the Assyrians came to personify the ever-hostile Persian neighbour, a sort of stereotypical enemy, the Hellenistic kings were perceived as having effected a synthesis of the double Syro-Mesopotamian and Greek culture. The Seleucid era, as adopted by the Edessans, thus remained in use regardless of the prevailing political powers and is an assertion of independence and a strong local identity marker, being a rejection of the local Antiochene as well as the imperial Byzantine eras. The Syrian Orthodox also developed an innovative method of writing the history of their separated Church, producing a new genre consisting of lengthy chronicles written in several parts or columns, in which political and ecclesiastical history were kept separate. This Syrian Orthodox method of writing history is the only truly distinctive Syrian Orthodox literary genre.

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Cendra, Anastasia Nelladia. "Indonesian Novice English Teachers’ Identity Formation." IJET (Indonesian Journal of English Teaching) 8, no. 1 (July 23, 2019): 41–53. http://dx.doi.org/10.15642/ijet2.2019.8.1.41-53.

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In the early years of teaching, beginning teachers should make a lot of adjustments while dealing with many expectations from others, which may cause some tensions for them. Under a narrative inquiry framework, the researcher collected reflective stories of five Indonesian beginning teachers of English language and interviewed them to examine common tensions experienced and how they cope with these tensions. The findings revealed 19 kinds of tensions they were facing, ranging from the more common tensions to contextual tensions. Furthermore, four common coping strategies were identified, namely looking for solutions by themselves (negotiating, choosing one stream, and learning more about something), accepting as the situation as it is, receiving help without asking, and sharing with significant others. It is suggested that fellow teachers, school staff, and related authorities give more to help beginning teachers handle the tensions. Keywords: beginning teachers, coping strategies, identity, tensions

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İLKHAN, İbrahim. "THE EFFECTS OF EVERYDAY LANGUAGE ON THE FORMATION OF IDENTITY AND MANIPULATION OF LANGUAGE." Journal of International Educational Sciences 2, no. 2 (January 1, 2015): 29. http://dx.doi.org/10.16991/inesjournal.18.

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Zakeri, Bita H. "Complexities of Immigrant Identity: Issues of Literacy, Language, and Culture in the Formation of Identity." International Journal of Literacy, Culture, and Language Education 1 (March 5, 2012): 50–68. http://dx.doi.org/10.14434/ijlcle.v1i0.26824.

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Identity is an issue that everyone struggles with on a daily basis while constantly changing, adapting, and becoming agents of the social spheres in which we participate. At large, a society and its social demands mold us into becoming agents of that society. Literacy and education are at the heart of this social molding, from within the family sphere to the larger social spheres. But how can one reformat all the sociocultural training he/she has received in order to adapt to a new social sphere and simply change, lose, and gain identity? These questions are significant to multicultural societies such as US and Canada, and even more prevalent with respect to immigrant populations. Using autoethnographical data and literature in this area, this paper discusses the issues of immigrant identity and literacy in twofold: a) the lack of attention to immigration and acculturation phenomena; b) the importance of understanding immigrant students’ experiences and the need for diversification of teachers and teaching methods, concluding with suggestions for further research.

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Arutyunova, Ekaterina. "Russian Language in Russian Identity: Theoretical Approaches and Current Context." Sociologicheskaja nauka i social'naja praktika 9, no. 1 (March 31, 2021): 111–23. http://dx.doi.org/10.19181/snsp.2021.9.1.7876.

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The article is devoted to some aspects of the role of the Russian language in the Russian identity. It analyzes the main concepts of civil nationalism in the Western scientific literature, identifies their elements associated with giving the national language one of the key roles in the formation of civil nations as a special type of solidarity (the concepts of E. Gellner, B. Anderson, E. Hobsbawm, M. Billig, etc.). It is shown that national languages, formed under the influence of certain economic and political circumstances, continue to be reproduced as linguistic constructs in the modern conditions of fragmentation of space, trends in the recognition of the rights of linguistic and other minorities, and transformations of the ideas of nationalism. Based on the materials of representative sociological studies in different countries, it is shown that language is the “cornerstone” of national (civil) identity in people’s perceptions – national or nationally dominant languages in different countries are perceived as necessary to be considered part of a civil nation. Russian surveys also show that the Russian language is one of the most important identifiers of Russian identity in the mass representations of our fellow citizens at the moment, which is much more noticeable in the Russian ethnic environment. Russian language potential in the Russian identity is negatively influenced by both long-standing factors (in particular, the opposition of Russian and native languages in language policy and education) and recent factors related to the emphasis on the role of the Russian language as the language of the state-forming people. The article concludes that the potential of the Russian language in the Russian identity is negatively influenced by the long-standing factors (in particular, the opposition of Russian and native languages in language policy and education).

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Khusyairi, Johny A. "SOCIAL IDENTITY AND EQUALITY IN A CHURCH FORMATION IN YOGYAKARTA." Patra Widya: Seri Penerbitan Penelitian Sejarah dan Budaya. 21, no. 1 (April 30, 2020): 77–96. http://dx.doi.org/10.52829/pw.279.

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One of the important issues in the formation of Javanese Reformed-Christian (JRC) church was the usage of the Javanese language. The formation of the church did not only involve transplanting theological and ritual teachings of the Dutch Reformed Churches (GKN), but also the usage and the choice of registers of the hierarchical Javanese language for Javanese congregation. This article intends to examine the importance of Javanese in the formation of Javanese Reformed-Christian church in Yogyakarta. Archival sources, particularly of the GKN, were used to examine the importance of Javanese in the establishment of this JRC church in Yogyakarta. The author concluded that the usage of Javanese terms for “church” and “pastor”, and the choice of the highest level of the language, Krama, in church ritual was intended to preserve Javanese language and convey social equality between the Javanese and the Dutch.

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Pollali, Christina-Styliani, and Maria Sidiropoulou. "Identity formation and patriarchal voices in theatre translation." Journal of Pragmatics 177 (May 2021): 97–108. http://dx.doi.org/10.1016/j.pragma.2021.02.018.

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Alvi, Urooj Fatima, Muhammad Asim Mehmood, and Shafqat Rasool. "Word Formation Process in SMS Language: A Prognosis of Gender Identity." Linguistics and Literature Review 3, no. 1 (March 2017): 43–52. http://dx.doi.org/10.29145/2017/llr/030104.

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Zaheer, Zainab. "Word Formation Process in SMS Language: A Prognosis of Gender Identity." Linguistics and Literature Review 3, no. 1 (March 2017): 53–62. http://dx.doi.org/10.29145/2017/llr/030105.

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Иванова, А., and A. Ivanova. "Cultural and Language Features Formation of Identity in Conditions Social Communication." Scientific Research and Development. Modern Communication Studies 8, no. 4 (August 30, 2019): 15–20. http://dx.doi.org/10.12737/article_5d4d6b3da98688.57427400.

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The article discusses the problems of languages and cultures of indigenous peoples of the North in the aspect of social communication. The relevance of the three-stage model of identity formation in children of the peoples of the North, implemented in the framework of the academic subject (course) «Culture of the Peoples of the North», is based on the results of scientific research conducted at the Institute of National Schools of the Sakha Republic (Yakutia).

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Khan, Qaisar, Nighat Sultana, Qasim Bughio, and Arab Naz. "Role of Language in Gender Identity Formation in Pakistani School Textbooks." Indian Journal of Gender Studies 21, no. 1 (February 2014): 55–84. http://dx.doi.org/10.1177/0971521513511200.

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Bezukladova, Irina Yu. "ON THE FORMATION OF LANGUAGE IDENTITY IN THE GERMAN LINGUOCULTURAL COMMUNITY." Богословский сборник Тамбовской духовной семинарии, no. 4 (2020): 207–18. http://dx.doi.org/10.51216/2687-072x_2020_4_207.

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Roper, Steven D. "The politicization of education: Identity formation in Moldova and Transnistria." Communist and Post-Communist Studies 38, no. 4 (October 25, 2005): 501–14. http://dx.doi.org/10.1016/j.postcomstud.2005.09.003.

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This article examines how education, linguistic and citizenship policies have influenced the development of Moldovan identity and relations with the breakaway region of Transnistria. The article explores the influence of three specific education policies (Russian language instruction, an integrated history course and Romanian language school closures in Transnistria) on the debate concerning Moldovan identity and ultimately Moldovan statehood. The Romanian language school closures in Transnistria demonstrate that education is not only an important agent of identity formation, but also that such crude political tactics as school closures ultimately affect other education policies, reinforce negative stereotypes and make meaningful dialogue impossible. The larger issue than the school closures in Transnistria is whether devolution of authority on issues such as education policy is possible no matter how autonomy is granted.

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Rácová, Anna. "Language as a Symbol of Identity and a Tool of Politics and Power in Pakistan and Bangladesh." Journal of Linguistics/Jazykovedný casopis 67, no. 3 (December 1, 2016): 207–18. http://dx.doi.org/10.1515/jazcas-2017-0008.

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Abstract This study aims to demonstrate the roles that domestic and foreign languages have played and play as signs of national or religious identity and social prestige and as tools of political and economic power in multilingual Pakistan and Bangladesh. Before the countries gained independence from the British Empire in 1947 and before the formation of the Indian Union and Pakistan (which was divided into Pakistan and Bangladesh in 1971), the role of an official language, remote to the majority of population in Indian subcontinent, had been gradually played by Sanskrit, Persian, and English. After gaining independence, the new countries decided to replace English as the official language with domestic languages. Their efforts encountered many problems and resulted in various solutions. Urdu became the state language in Pakistan, which caused resistance in local ethnolinguistic groups because the language had been imported by refugees from India. This resistance was the strongest in East Pakistan, where a strong national and language awareness eventually contributed to the formation of an independent Bangladesh with Bengali as the state language. Despite struggle for the dominance of domestic languages, English has preserved its prestigious position both in Pakistan and Bangladesh, as a symbol of higher social position, a language of education and science, and a tool of economic and political power.

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Thompson, Carol C. "Absent Audiences: Youth Identity Formation in Preparations for Performance." Journal of Language, Identity & Education 10, no. 1 (February 9, 2011): 22–40. http://dx.doi.org/10.1080/15348458.2011.539966.

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Donehue, Tracey E. "Displacement identity in transit." Australian Review of Applied Linguistics 40, no. 3 (December 31, 2017): 218–46. http://dx.doi.org/10.1075/aral.17019.don.

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Abstract Based on Darvin and Norton’s (2015) reconceptualization of identity theory highlighting the recursive relationship between identity, capital, and ideology, this study posits that refugee and asylum seeker adolescents and adults in transit on Nauru are ascribed a ‘displacement identity’ through externally imposed normative ideologies. In addressing the issue of normative ideologies, this article draws on my experience as an English as an Additional Language (EAL) teacher at the Nauru Regional [refugee] Processing Centre and employs KhosraviNik’s (2010a) systematic model of Critical Discourse Analysis (CDA) to explore the representations of ‘displacement’ inherent in a corpus of texts accessed by those displaced on Nauru. This analysis suggests that an externally ascribed displacement identity is evident in normative ideologies. As Darvin and Norton’s identity theory situates language learning investment at the dynamic intersection of identity, capital, and ideology, further qualitative research on internally inhabited displacement identity formation and symbolic capital affordances is now required. Such research would aid in the development of pedagogical approaches to enable education in sites of transitory settlement to be a re-humanising and transformative experience that engages marginalized language learners, promotes positive identities and thus optimizes language learning investment.

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Mykhalkovska, Ye. "THE FORMATION OF NATIONAL IDENTITY THROUGH THE THEORETICAL APPROACHES OF LINGUISTIC AND LANGUAGE IDENTITY OF UKRAINIAN DISSIDENTS." Bulletin of Taras Shevchenko National University of Kyiv. History, no. 145 (2020): 57–61. http://dx.doi.org/10.17721/1728-2640.2020.145.10.

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In this article, the author analyzes the ideological struggle for the Ukrainian national identity happened in a meaningful time of Khrushchev Thaw when first dissidents appeared. Additionally, we have applied the theme of ideological propaganda and agitation considered through language approach to a larger scientific extent. First, we characterize separately the creating of an ethnic identity endorsed by the SRSR, and national identity of the URSR as an integral part of a specific social identity, linguistic identification with representatives of a certain nation, its culture and traditions, which include the entire complex of emotions caused by the sense of belonging. By involving the idea of identity as a relational, socio-cultural phenomenon, we considered the concept of Bucholt and Hall, J. Mead, K. Levy-Strauss. Next, we identify the works of Anthony Smith, Herbert Blumer, Ernest Gellner, Eric Gobsbaum. Trying to conduct the concept analysis of the formation of the Ukrainian national identity through the semantic and semiotic aspects of the language identity according to the Dissidents movement we used 3 key topic notions: - Identity as a relational, socio-cultural phenomenon; - Socio-historical contextualization of showing the national identity as an environmental product of the nation; - Ideology of the Standard Language. Finally, the author comes to an outcome that the Soviet ideology allowing the formation of the so-called ethnographic identity of Ukrainians, made considerable efforts to prevent the creation of a nationwide identity that Ukrainian Dissidents were fighting for, herewith, artificially imposing the idea of the disunity of Eastern and Western Ukraine.

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Popadeva, T. I. "The Politics of Language in Constructing Civil Identity: Case of Bosnia and Herzegovina." MGIMO Review of International Relations 14, no. 4 (September 9, 2021): 91–106. http://dx.doi.org/10.24833/2071-8160-2021-4-79-91-106.

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Civil identity is one of the most significant factors in modern political practice. Today’s identity formation and development of large national groups is less based on a cultural and historical foundation and increasingly depends on political technologies. Among them, the construction of new languages plays an important role. The article studies the Bosnian language policy, which, contrary to forming a common civil identity, as a result of the politicization of linguistic norms becomes a factor in creating a “forge of hatred”. Drawing on constructivist social theories, the author summarizes Bosnian linguistic practices and examines them through the prism of symbolic interactionism and negative feedback systems. Particular attention is paid to situations when the desire for effective communication motivates speakers to abandon ethnically colored linguistic markers and situations in which the language acts as a defense against the internal “other.” Applying the criteria for distinguishing between language and dialects, the author concludes that the phonetic principle of the Serbo-Croatian language formation made it possible, after the destruction of Yugoslavia, to turn this linguistic continuum into an identification weapon to delimit the citizens of one country. This experience helps analyze the politicization of literary interpretations and linguistic norms in other regions of the world, where there are also examples of the growth of xenophobia, nationalism, and intolerance resulting from a differentiating language policy.

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Bartlett, Leo, Tony Erben, and Michael Garbutcheon‐Singh. "Teacher‐identity Formation through Language Immersion in an Initial‐teacher‐education Curriculum." Asia-Pacific Journal of Teacher Education 24, no. 2 (July 1996): 173–96. http://dx.doi.org/10.1080/1359866960240206.

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Yuan, Eric Rui. "The dark side of mentoring on pre-service language teachers' identity formation." Teaching and Teacher Education 55 (April 2016): 188–97. http://dx.doi.org/10.1016/j.tate.2016.01.012.

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Villegas-Torres, Perla, and Irasema Mora-Pablo. "The Role of Language in the Identity Formation of Transnational EFL Teachers." HOW 25, no. 2 (July 1, 2018): 11–27. http://dx.doi.org/10.19183/how.25.2.418.

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Choe, Hohsung. "Identity formation of Filipino ESL teachers teaching Korean students in the Philippines." English Today 32, no. 1 (December 10, 2015): 5–11. http://dx.doi.org/10.1017/s0266078415000553.

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One of the recent trends in Korean English Language Teaching (ELT) is that Korean parents are sending their children to countries in which English is a second language (ESL). Among these countries, the Philippines is the most preferred country due to its low tuition costs, low cost of living, and a population of well-educated ESL teachers. Every year, approximately 30,000 Korean students study in universities, elementary and secondary schools, and language academies in the Philippines. 10% of this student population consists of student visa holders and 90% are Special Study Permit (SSP) holders. SSPs are issued to international students studying non-degree special courses for a period not exceeding one year, and 90% of Korean students are presumed to enroll on short-term intensive English programs. The exodus of Koreans to the Philippines to learn English is being led by private language academies, which are founded and run by Koreans, solely targeting Korean students. In 2011, the number of such private language academies was estimated to be 280 (Kim, 2011). Furthermore, it was reported that Korean students were spending over 425 million US dollars annually in the Philippines (KEDI, 2012).

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Çetin Köroğlu, Zeynep, and Mehmet Elban. "National and Global Identity Perspectives of Textbooks: Towards a Sense of Global Identity." Advances in Language and Literary Studies 11, no. 5 (October 31, 2020): 55. http://dx.doi.org/10.7575/aiac.alls.v.11n.5p.55.

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Textbooks can change, shape, and affect the formation of identity of those who learn the target language rather than teaching the language. In this study, the textbooks determined by the Ministry of National Education and used for English lessons in public high schools were analyzed with the content analysis method in terms of national identity and global identity elements. The study included textbooks and workbooks used in state high schools’ all grades. The data show that the books used as a textbook in public high schools, except 10th grade contain global identity elements more than national identity elements. Another important finding is that the 10th grade English textbook includes elements of national identity more than global identity elements. The results of the current study show that the textbooks prepare language learners for a global identity but also help them create a national identity in state high school, Turkey.

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Pao, Dana L., Shelley D. Wong, and Sharon Teuben-Rowe. "Identity Formation for Mixed-Heritage Adults and Implications for Educators." TESOL Quarterly 31, no. 3 (1997): 622. http://dx.doi.org/10.2307/3587846.

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Ha, Phan Le. "Australian-Trained Vietnamese Teachers of English: Culture and Identity Formation." Language, Culture and Curriculum 20, no. 1 (March 2007): 20–35. http://dx.doi.org/10.2167/lcc324.0.

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Boyajian, Vahe S., and Azim Shahbakhsh. "Remarks on the Identity and Language Situation in Sangan." Iran and the Caucasus 19, no. 3 (October 9, 2015): 265–68. http://dx.doi.org/10.1163/1573384x-20150303.

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The paper presents a brief description of the current language situation in Sangan and its impact on the identity formation on the local level. Sangan, an emerging township with around 9,000 inhabitants, is situated in the western hillside of Daptan (Taftan) mountain in Sarḥadd, 50 km to the north of the city of Khash in Iranian Baluchistan. Most of the population of Sangan are Baloches from the Kord tribe, speaking an idiom, which—although claimed to be a Kurdish dialect by the local pundits—has, in fact, nothing to do with proper Kurdish.

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Figueiredo, Débora De Carvalho. "Gendered Narratives And Feminine Identity Formation In Media Personal Accounts." Cadernos de Linguagem e Sociedade 10, no. 1 (November 12, 2010): 41–56. http://dx.doi.org/10.26512/les.v10i1.9275.

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In late modernity, the concepts of identity and identity formation have become inseparable from language and discourse. In this article, based on the theoretical frameworks of Critical Discourse Analysis (CDA), Identity Studies, Narrative Studies and Genre Studies, I investigate how the identities of three women, especially in what concerns their body design, is construed in the genre ‘media personal accounts’, in the present case accounts of experiences of cosmetic plastic surgery published in two Brazilian glossy magazines, Claudia and Plastic Surgery&Beauty (Plástica&Beleza).

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Miroshnychenko, Pavlo. "Music in Radio Broadcasting as a Factor of National Identity Formation." Current Issues of Mass Communication, no. 20 (2016): 37–48. http://dx.doi.org/10.17721/2312-5160.2016.20.37-48.

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The main objective of this research was to define the potential of Ukrainian popular music as a means of national identity formation on the commercial radio. The methodology of the research included an analysis of scientific data about the main problem of the study to define its conception; a comparative analysis aimed to characterize the Ukrainian and European legislation in media, especially the effective means of supporting national music; interpretation of sociological data allowed to define the role of the radio in the process of national identity formation; monitoring of commercial radio stations uncovered the efficacy of their musical policies. The main conclusions of the study indicate that the Ukrainian radio listeners mainly underestimate the role of domestic culture and music for the process of national identity. It is peculiar to the post totalitarian societies. The attitude of the Ukrainians to the national culture, particularly to music, depends on the attitude to Ukrainian language. The sociolinguistic data demonstrate the correlation between a positive attitude to Ukrainian language and the same attitude to the national culture. People who speak Ukrainian have a higher interest to the national culture and music than people who speak Russian. The monitoring has uncovered that the music in Russian language considerable prevails on the Ukrainian commercial radio stations, but the demand for Ukrainian music is very high. The owners of the Ukrainian media holdings opposed the attempt of the state to increase the quota of national music on the radio, especially in Ukrainian language. At the same time, active communities and Ukrainian musicians continue to defend the right of the Ukrainians to use domestic music in the process of national identity formation.

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Ishihara, Noriko, and Julia Menard-Warwick. "In “sociocultural in-betweenness”: Exploring teachers’ translingual identity development through narratives." Multilingua 37, no. 3 (April 25, 2018): 255–74. http://dx.doi.org/10.1515/multi-2016-0086.

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Abstract In this article, we investigate second/foreign language teachers’ translingual identity development through a narrative approach to their life histories. While several studies have investigated how teachers’ intercultural experiences shape their identity formation and pedagogies, we explore not only the impact of teachers’ identity on their practice but also highlight the influences of language teaching itself on teacher identity development. In this process, an emergent theoretical framework of translingual practice becomes particularly useful in interpreting our participants’ “sociocultural in-betweenness,” that is, the capacity and disposition to co-construct meaning across languages and language varieties (Canagarajah 2013b: 3). We aim to contribute to a deeper understanding of this framework by capturing how our two focal participants’ translingual practice emerged, developed, and changed in relation to their identities through a range of intercultural experiences in their life time. As they eventually became language teachers, we also explore their perspectives on language and culture, especially in terms of how they see their interculturality manifesting in their classroom practices, as well as how their pedagogies simultaneously shaped their teacher identities. Our findings have pedagogical implications in regards to narrative knowledge construction in language teacher education.

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Liashenko, Tetiana. "Language as a Factor in the New Identity Formation (Illustrated by Central Asian States)." Mediaforum : Analytics, Forecasts, Information Management, no. 7 (December 23, 2019): 175–87. http://dx.doi.org/10.31861/mediaforum.2019.7.175-187.

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Attempts to build a “Russian world” within the former Soviet republics of Central Asia by introducing an idea of a single linguistic, cultural and political space with the Russian Federation are studied in the article. The threats to the Central Asian countries’ information space are analyzed. The data on gradual changing of orientations of the Central Asian states’ citizens when choosing sources of information is provided. It is concluded that the technologies of the Russian Federation’s propaganda in Central Asia are aimed primarily at the formation of the president of Russia positive image among the widest possible groups of population. Attempts to push so-called “the Russian world”, which already jeopardize global peaceful balance, are grounded, in particular, on a widespread use of the Russian language within the territories of the former USSR that serves to propagate an idea of a single linguistic, cultural and political space. At the same time, a revival and development of national languages and cultures are intensively ongoing in all new independent states. It provokes a confrontation that often causes points of tension and conflicts. A large number of the Russian media, including federal state editions, TV channels. the Sputnik news agency etc. operates in Central Asian information space. Using own controlled media, the Kremlin seeks to convince the Central Asian states’ citizens that the Russia’s foreign policy is a right one, as well as to form a positive image of Russia and president Putin as a politician who is capable to ensure stability and security in the Central Asian region. The Russian Federation pays a special attention to Eastern Kazakhstan, where a large number of ethnic Russians is concentrated. Kazakhstan has much in common with Ukraine on its ethnic population composition, economic situation and geographical proximity to Russia. As in Ukraine, the ethnic Russians make up about 1/5 of the population in Kazakhstan, meanwhile the Russian language is widely used in all spheres. Russia calls its initiative a “humanitarian project”, but there is no doubt that the Kremlin is fighting for minds of younger generation, trying to impose own culture and values on young people. Recently, while alternative sources of information have been spreading, more and more Central Asian habitants opt for online information in their national languages, considering Russianspeaking news resources to be a propaganda.

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Azmi, Mohd Nazri Latiff, Isyaku Hassan, Engku Muhammad Tajuddin Engku Ali, Ahmad Taufik Hidayah Abdullah, Mohd Hazli bin YahaAlias, Muzammir bin Anas, and Nur Izzati Suhaimi. "Islamic Self-Identity Formation Through Language Learning: A Study of Religious Secondary School Students in Malaysia." English Language and Literature Studies 11, no. 1 (February 21, 2021): 38. http://dx.doi.org/10.5539/ells.v11n1p38.

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Self-identity formation becomes increasingly challenging for students as they are exposed to different norms in the school environment. Education, language, and religion are crucial in the process of self-identity formation. Therefore, this study aims to explore how English language learning and the school environment influence Islamic self-identity formation among students in selected religious secondary schools in Terengganu, Malaysia. The study employed a qualitative approach in which 90 religious secondary school students in the State of Terengganu were selected using a purposive sampling technique. Focus group interviews were used as a data-gathering instrument. The students were divided across different sessions to ease the process of data collection. The data were transcribed and analyzed using inductive thematic analysis. The study found that English language learning does not influence the students’ Islamic self-identity formation negatively. Instead, certain morals such as respect, self-esteem, and cooperation, are instilled in the students’ self-identity. This study provides evidence on the students’ ability to construct Islamic self-identity despite the challenges of second language learning.

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Womack, Deanna Ferree. "Lubnani,Libanais, Lebanese: Missionary Education, Language Policy and Identity Formation in Modern Lebanon." Studies in World Christianity 18, no. 1 (April 2012): 4–20. http://dx.doi.org/10.3366/swc.2012.0003.

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This article examines language instruction and religious and socio-political identity formation in nineteenth- and early twentieth-century American Protestant and French Jesuit missionary institutions in Lebanon. It compares French, English and Arabic language education policies at Saint Joseph University (Université Saint-Joseph), Syrian Protestant College (now the American University in Beirut) and the American Syria Mission schools under the American Board of Commissioners for Foreign Missions and the Board of Foreign Missions of the Presbyterian Church in the USA. The article considers the mutual transformations in the encounter between missionaries and Lebanese students and addresses the relationship between language learning and educational, literary and nationalist development in the Middle East. Emphasising the agency of Arabic-speaking Ottoman subjects and their reciprocal relationship with missionaries, it argues that before the turn of the century, those individuals who acquired a foreign language and excelled in literary Arabic charted the course toward social, cultural and political change in the twentieth century.

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Zeno, Basileus. "Dignity and Humiliation: Identity Formation among Syrian Refugees." Middle East Law and Governance 9, no. 3 (November 11, 2017): 282–97. http://dx.doi.org/10.1163/18763375-00903006.

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Since 2011 half of Syria’s population has been forced to flee its homes. Much research has focused on the macro-level challenges and post-conflict reconstruction plans. In this article, I focus on the micro-level by examining the dialectic of “humiliation” and “dignity” as a dynamic that shapes and transforms Syrian refugees’ identities through sustained interaction, and sometimes through struggle, with others, who can be pro-regime or pro-opposition Syrians, or pro-refugees or anti-refugees in hosting countries. Methodologically, I use an interpretive approach which focuses on context-specific meanings and their relation to power, seeking multifaceted understandings of refugees’ lived-experience. This research is based on ethnographic fieldwork and ordinary language interviews conducted in the United States, and semi-structured, open-ended interviews with Syrians in Germany and Turkey. I show that researching participants’ meaning-making in their own settings reveals the dynamics of humiliation and dignity as dialectically interwoven in specific situational contexts and shaped by refugees’ lived-experience in both the country of origin (in the past) and the hosting country (in the present).

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Danyliuk, Ivan, and Sergiy Shykovets. "PSYCHOLOGICAL PECULIARITIES OF LANGUAGE USE AMONG UKRAINIAN MIGRANTS IN POLAND SPEAKING UKRAINIAN AND RUSSIAN LANGUAGES." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 1 (10) (2019): 32–35. http://dx.doi.org/10.17721/bsp.2019.1(10).8.

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The article presentsresults of the study and practical analysis of the phenomenon of the influence of ethnolinguistic identity on the formation of the language image, as well as the psychological well-being and personal health of Ukrainian-speaking and Russian- speaking Ukrainian migrants in Poland. The article attempts to reveal the value of the welcoming status of linguistic identity as a means to achieve the psychological well-being of a personality in a modern multicultural society. The prospects for studying the impact of ethnolinguistic identity and psychological well-being and the personal health of representatives of Ukrainian language communities and migrant groups with prediction of possible spheres of application of the obtained results are also described.

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Hong, Sulyoung, and Eunah Choi. "Struggling for professional identity." APTIF 9 - Reality vs. Illusion 66, no. 4-5 (October 5, 2020): 674–88. http://dx.doi.org/10.1075/babel.00181.hon.

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Abstract Despite growing academic interest in the personal experiences of translators and interpreters with a focus on status, identity, role and ethics, and job satisfaction, there have been few academic attempts to inquire into the experiences of respective genders in the profession. Also, outside of T&I studies, most occupational research has examined the experience of women in male-dominated fields. Thus, the current study aims to shed light on the professional experiences and challenges of male interpreters working in a predominantly female profession in Korea. Taking a qualitative approach to interpret the male experience from a temporal, spatial, and cultural context, a narrative inquiry was conducted with male conference interpreters currently working in Korea to closely examine the struggles they experience in the process of their professional identity formation. Data analysis reveals that male interpreters face extreme gender bias and stereotypes at work, and struggle with issues such as emotional remoteness with colleagues, job insecurity, and crisis of identity stemming from an unstable social status for male interpreters.

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Buendía-Arias, Ximena Paola, Andrea André-Arenas, and Nayibe del Rosario Rosado-Mendinueta. "Factors Shaping EFL Preservice Teachers’ Identity Configuration." Íkala 25, no. 3 (September 12, 2020): 583–603. http://dx.doi.org/10.17533/udea.ikala.v25n03a02.

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Preservice EFL teachers face many challenges when developing their practicum. Such an experience shapes their identity and influences the teaching and learning processes. This descriptive case study is about preservice teachers’ identity formation and the factors that shaped their identity configurations during a practicum course offered at a state university in Colombia. Data, collected through interviews, reflective journals, and drawing-derived metaphors were analyzed using thematic analysis. The results identified participants’ value/belief system, personality traits, context, pedagogical decisions, reflective practice, and critical incidents as influential factors in their identity formation process. The findings also revealed that identity can be constructed through the intersection between the different experiences they go through during their practicum and their past and future trajectories. The study suggests that EFL teacher education programs should take explicit pedagogical actions to incorporate the identified factors in their curriculum. This could strengthen EFL preservice teachers’ identity configurations and prepare them better for their future teaching roles.

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Journal articles on the topic 'Language in Identity formation'

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