Riview Jurnal Introduction To Linguistics

Jurnal Introduction To Linguistics

                                                                                                                                               

 Name of journal Identity, Liter acy, and English-Language

Teaching.

The Author  Bonny Norton  

Riview Jurnal introduction to linguistics

Hallo, now i wanna share about my article review, for journal research on identity, literacy, and English-lan-

guage teaching informed by theories of investment and imagined communities “Task Of Introduction To Linguistics”.

This journal published by Bonny Norton.

Link : www.tesl-ej.org

There is 13 pages in this journal that talks about Identity, Liter acy, and English-Language

Teaching.

Introduction

Interest in identity in the field of English-language teaching represents a shift

in the field from a focus on psycholinguistic models of second-language

acquisition (SLA) toward inclusion of greater interest in sociological and

anthropological dimensions of language learning (Norton & Toohey, 2001;

Zuengler & Miller, 2006).

Research question;

How is learning English through doing a project like this

different from learning English in the classroom?

Rose: In class teachers write on the blackboard and we just listen.

Shelley: In the … project how do you use English?

Rose:Communication.

Shelley: Do you learn more by studying English or by communicating in

English?

Rose: Communicating.

Shelley: Why?

Rose: Because when you communicate, you think your own English.

Kendrick and Jones (2008) have argued further that the visual images

provided a key to understanding how and why the girls engaged in particular literacy practices, and what this engagement meant for their imagined

identities and desired futures. As they noted, “For these girls, the freedoms

associated with English, education, status, safety, space, and time were not

only fundamental to their imagined communities, but represent the pre-requisites for full participation in the literacy world” (p. 396).

Discussion

In these three research projects, English-language learners had complex investments in their respective literacy practices, and each of these investments

was associated with a range of identities, including those of the imagination.

The readers of Archie comics in Canada were invested in these popular

cultural texts because they had a sense of ownership over meaning-making.

With respect to reader identities, students were in a position of relative

power in which they could actively construct the meaning of the popular

cultural text. In teacher-controlled texts, by contrast, the students were in a

position of relative powerlessness and sought primarily to second-guess the

teacher.

Conclusion

In this article,about inroduction to linguistics is the scientific, systematic, objective study of Language. and to make the case that literacy is not only about reading and writing,but also about relationships between text and reader, student and teacher classroom and community, in local, regional, and transnational sites.

AS such, when learners engage in literacy practices, they are also engaged in acts

of identity. As English teachers, we need to take seriously the findings, which

suggest that if learners have a sense of ownership of meaning-making, they

can engage actively in a wide range of literacy practices; however, if there is

little ownership over meaning-making, learning becomes meaningless and

ritualized. Further, the studies suggest that meaning-making is facilitated

when learners are in a position of relative power in a given literacy event.

Students in diverse parts of the world have suggested that parents and

teachers are often dismissive of the range of texts, including oral, written,

drawn, or performed, in which they are invested. My research suggests that

many of these texts provide students with the opportunity to explore a range

of identities, including those of the imagination, which enable them to “think

their own English.” As language educators, the research challenges us to

consider what pedagogical practices will help students develop the capacity

for imagining a range of identities for the future. What shifts of teacher

identity will such practices necessitate? These are intriguing and important

questions for English teachers internationally.

The Author

Bonny Norton is a professor and Distinguished University Scholar in the Department of Language and Literacy Education, University of British Columbia. Her research addresses identity,

language-learning, critical literacy, and international development. Her Web site is

http://lerc.educ.ubc.ca/fac/norton/

References

Anderson, B. (1991). Imagined communities: Reflections on the origin and spread of nationalism (rev.

ed.). New York: Verso.

Arkoudis, S., & Davison, C. (Eds.). (2008). Chinese students: Perspectives on their social,

cognitive, and linguistic investment in English medium interaction. Journal of Asian Pacific

Communication, 18(1), 3-8.