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.
more culture and language of majority compare to minorities where the major ethnic group’s culture becomes the dominant culture of a nation. In many of ethnic conflicts, ethnic identities in fact compete with the national identities and in such an environment that minority identities become as a sub-national identities (Stavenhagen 1996, 290). If a state promotes culture, identity, and language of a certain ethnic group as national identity in a multi-ethnic society, other identities see the government’s
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
explains that because other languages from immigration of diverse ethnicities will not threaten American national identity, a law for using only English is unnecessary. Rather, the author asserts that by tolerating diverse languages, America can experience prosperity (King, 437). This position is very reasonable because people should use common language for communication and in this respect, English occupies most of America’s language. Since it is hard for the major language to be weakened, King is correct