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PROFESSIONAL IDENTITY FORMATION AND DEVELOPMENT OF IMAGINED COMMUNITIES IN AN ENGLISH LANGUAGE MAJOR IN MEXICO

机译:墨西哥英语语言专业人士的身份认同和想象社区的发展

摘要

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.
机译:最近的工作表明身份认同在语言学习中的重要性,以及对属于一个想象中的社区的渴望如何促使个人投资于他们的学习中(Norton,2000)。这项工作已证明,学生的想象社区与老师设想的社区之间的不匹配可能会对学生的学习轨迹产生负面影响。其他研究探索了机构政策及其联系的教育实践如何反映每个机构认为学生将来可能加入的想象社区中的差异(Kanno,2003年),以及阅读材料和其中所反映的话语如何影响学习者的自我愿景(帕夫连科,2003)。然而,很少有研究试图证明如何通过社会和文化结构,循环话语,制度话语,教育实践,群体动力和个人历史的复杂相互作用,共同为他人共同构建“想象的社区”,从而产生潜在的身份认同( I)及其各自的想象社区(IC),新移民在其中融入社会。当前关于第二语言学习者的“想象的社区”和“身份”如何在制度背景下构建,传播和提供给学习者的研究存在空白。通过涉及问卷和自传研究的定性研究,我研究了想象的社区的构建。在墨西哥学习英语专业。我探索了如何共同构建专业身份及其相关的想象社区,并提供给学生,以了解机构,课程管理员和教职员工如何增强成功的专业身份的传播,并激发/激发二语演讲者的教育和职业发展轨迹。

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