Language use and identity are conceptualized rather differently in a sociocultural perspective on human action. Here, identity is rather viewed as socially constituted; a reflexive, dynamic product of the social, historical and political contexts of an individual’s lived experiences. This view has helped to set innovative directions for research in applied linguistics. The purpose of this article is to lay out some of the more significant assumptions embodied in contemporary understandings of identity
Igoudin, A. L. (2011). Asian American girls who speak African American English: A subcultural language identity. In Du Bois, Inke, and Nicole Baumgarten (Eds.), Multilingual Identities: New Global Perspectives. Berlin: Mouton de Gruyter. This study explores the language attitudes and language use among three Asian American adolescent girls who integrate some elements of African American Vernacular English (AAVE) into their everyday speech. A group interview was conducted and the data gathered from
study constitute an attempt to demonstrate the role that perceptions of cultural identity play in accent and pronunciation of a learned foreign language. Social and professional identity of English language teachers and their impacts on students’ learning. It has been done by Nazanin Ravanbod in 2012. In this study several questions and portfolios are prepared and designed based on literature to help portray these identities. A total of 40 English teachers and 300 students are interviewed, audio-taped
Hassan, he talked about multiple identities that prevailed in the society and his perspective was similar to that which Ishtiaq Ahmed said in his article “Pakistan’s National Identity”. There are three identities which overlap one another; regional identity, identity as a territorial state and an Islamic identity. The regional identities which prevailed in the society were much older than the national identity.
community to maintain their language within the dominant language society. According to AboutEducation, the definition of a speech community is a sociolinguistic term for people who use the same variety of a language and share specific rules for speaking and interpreting speech. Although forming a speech community seems like a positive action, it sometime may
(McKay 2016). Therefore, English language is now considered as an international language, and it is often taught as a foreign language accompanied by teaching both American and British Cultural studies. Teaching English as a Foreign Language (TEFL), in simple words, means the teaching of English language in a non-English-speaking region. Education in American and British cultures deals mainly with the different aspects of both cultures. Teaching English as a Foreign Language besides education in American
community influence what we say and how we say it in terms of the language variety we choose in writing or speaking; the speaker’s social class and social networks (generally speaking, the social class of the participants in any communication) also affect their use of language. These participants (of different social classes have social networks and constitute various social groups) express their social identity –e.g. gendered identity-through discourse. Discourse communities and speech communities:
English as a primary language in my daily life. Most will agree that English is the international language of the world. To this day, English has been the most widely spread language around the globe. It is the official language of over 50 countries and the third most spoken language worldwide (Lewis, Gary, & Charles, 2010). However, despite the contributions English has made to the merging of a global village, the spreading of English will lead to the displacement of local languages and cultural