• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Journal articles
    • View Item
    • Home
    • Griffith Research Online
    • Journal articles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Identity construction in complex second language classrooms

    Author(s)
    Hirst, Elizabeth
    Griffith University Author(s)
    Hirst, Elizabeth W.
    Year published
    2007
    Metadata
    Show full item record
    Abstract
    This study explores the identities that are made available and how they are negotiated over time in a second language classroom. Like any classroom, second language classrooms do not exist in a vacuum, they are socially, culturally, politically and historically located. Choices at the political level, about selecting the language to be taught, and at the institutional level, about staffing, timetabling, curriculum content, resources, pedagogy, classroom management, are all inherently ideological. This view of the classroom as a site constituted at the intersection of different ideologies and cultures, of multiple and often ...
    View more >
    This study explores the identities that are made available and how they are negotiated over time in a second language classroom. Like any classroom, second language classrooms do not exist in a vacuum, they are socially, culturally, politically and historically located. Choices at the political level, about selecting the language to be taught, and at the institutional level, about staffing, timetabling, curriculum content, resources, pedagogy, classroom management, are all inherently ideological. This view of the classroom as a site constituted at the intersection of different ideologies and cultures, of multiple and often conflicting discourses, challenges the notion of language learning as an abstract cognitive process, and has significant implications for the construction of learners' cultural identities as they are negotiated in the micro-politics of second language classrooms (Pennycook, 2000). This study focuses on one student, Nancy and analyses her discoursal journey over the period of a nine month period in a primary second language (Indonesian) class. The concept of 'voice (Bakhtin, 1981) is deployed in this study as an analytical tool to examine dialogic encounters: the sites of negotiation where stances are taken up, and we negotiate our place and positioning towards others with the voices available and in response to the voices of others (Hall, 1995). The study considers what kinds of people are being shaped and are shaping our world in the uneasy tensions between the neo-liberal underpinnings and market driven logic of second language policies, community concerns about security and increased nationalism, and a curriculum that explicitly aspires to the development of intercultural identities.
    View less >
    Journal Title
    International Journal of Educational Research
    Volume
    46
    Subject
    Education
    Publication URI
    http://hdl.handle.net/10072/18560
    Collection
    • Journal articles

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander