LLED 510: LANGUAGE, DISCOURSE, AND IDENTITY

Instructor: Dr. Bonny Norton

Time: M-Fr, July 6, 2009-July 24, 2009
Phone: (604) 822-5236
Web address: http://www.lerc.educ.ubc.ca/fac/norton/
Office PONE 209; E-mail: bonny.norton@ubc.ca
Office hours: Tuesdays, 4:15-5:15, Thursdays, 9:00-10:00

COURSE DESCRIPTION:

The purpose of the course is to explore current debates in the field of language education that address language as a social practice. Students will investigate the way language constructs and is constructed by a wide variety of social relationships, including those between writer and reader, teacher and student, classroom and community, test maker and test taker, researcher and researched. Students will consider how gendered/raced/classed identities are negotiated within such social relationships. They will also explore how social relations of power can both constrain and enable the range of educational possibilities available to both learners and teachers.

COURSE OBJECTIVES:

(i) To examine current debates on the relationship between language, discourse, and identity, focusing in particular on educational practice.
(ii) To investigate how theories of language and identity inform and are informed by research in a variety of educational settings, including multilingual K-12 classrooms, adult education, and tertiary education.
(iii) To explore the construction and negotiation of identity with respect to social relationships between writer and reader, teacher and student, classroom and community, test maker and test taker, researcher and researched.
(iv) To investigate how discourses on gender, race, class, and ethnicity are negotiated and contested in language arts classrooms, ESL classrooms, and classrooms in which language across the curriculum is promoted.

EVALUATION:

Minor assignment (20%); due Monday, July 13, 1:30 (Abstract and Abstract Evaluations)
Final term paper (80%); Monday, July 27, 1:30 (Friday, July 24 a writing day; no class).

RECOMMENDED TEXT:

Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. London:
Longman/Pearson Education. Copies are available in Koerner and the Education Library, with the first chapter on my website under Publications.

COURSE OUTLINE

Theme 1: Identity and the Social Turn in Language Education

Ricento, T. (2005). Considerations of identity in L2 Learning. In E. Hinkel (Ed). Handbook of Research on Second Language Teaching and Learning. Mahwah, NJ. Lawrence Erlbaum. (p.895-911)
Swain, M. & Deters, P. (2007). "New" mainstream SLA theory: Expanded and enriched. The Modern Language Journal, 91, 820-836.
Zuengler, J. & Miller, E. (2006). Cognitive and sociocultural perspectives: Two parallel SLA worlds? TESOL Quarterly, 40(1), 35-58.

Presentation
Norton, B. (in press). Language and identity. In N. Hornberger & S. McKay (Eds). Sociolinguistics and language education. Clevedon, UK: Multilingual Matters.

Theme 2: Investment and Language Learning

Haneda, M. (2005). Investing in foreign-language writing: A study of two multicultural learners. Journal of Language, Identity, and Education, 4(4), 269-290.
Potowski, K. (2004). Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance. Modern Language Journal, 88(1), 75-101.

Presentation
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31.

Theme 3: Classrooms and (Imagined) Communities

Dagenais, D., Moore, D., Lamarre, S., Sabatier, C., & Armand, F. (2008). Linguistic landscape and language awareness. In E. Shohamy & D. Gorter (Eds.), Linguistic Landscape: Expanding the Scenery (pp. 253-269). Routledge/Taylor & Francis Group.
Kanno, Y. (2003). Imagined communities, school visions, and the education of bilingual students in Japan. In Y. Kanno & B. Norton (Eds.), Imagined communities and educational possibilities [Special issue]. Journal of Language, Identity, and Education, 2(4), 285-300.

Presentation
Norton, B. (2001). Non-participation, imagined communities, and the language classroom. In M. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 159-171). London: Pearson Education Limited.

Theme 4: Language and Difference

Moita-Lopes, L. P. (2006). Queering literacy teaching: Analyzing gay-themed discourses in a fifth- grade class in Brazil. Journal of Language, Identity, and Education, 5(1), 31-50.
Skilton-Sylvester, E. (2002). Should I stay or should I go? Investigating Cambodian women's participation and investment in adult ESL programs. Adult Education Quarterly, 53(1), 9-26.

Presentation:
Norton Peirce, B., & Stein, P. (1995). Why the "Monkeys Passage" bombed: Tests, genres, and teaching. Harvard Educational Review, 65(1), 50-65.

Theme 5: Identity and Popular Culture

Alim, H.S. (2007) Critical hip-hop language pedagogies: Combat, consciousness, and the cultural politics of communication. Journal of Language, Identity, and Education, 6(2), 161-176.
Pennycook, A. (2007). Language, localization and the real: Hip-hop and the global spread of authenticity. Journal of Language, Identity, and Education, 6(2), 101-115.

Presentation:
Moffatt, L., & Norton, B. (2005). Popular culture and the reading teacher: A case for feminist pedagogy. Critical Inquiry in Language Studies, 2(1), 1-12.

Theme 6: Identity and Literacy

Lam, W. S. E. (2000). L2 literacy and the design of the self: A case study of a teenager writing on the internet. TESOL Quarterly, 34(3), 457-482.
Warriner, D.S. (Ed.). (2007). Transnational literacies: Immigration, language learning, and identity. Linguistics and Education, 18(3-4), 201-214..

Presentation:
Kendrick, M., Jones, S., Mutonyi, H., & Norton, B. (2006). Multimodality and English education in Ugandan schools. English Studies in Africa, 49(1), 95-114

Theme 7: Student Identity

Duff, P. (2002). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23, 289-322.
Toohey, K. (1998). "Breaking them up, taking them away": ESL students in Grade 1. TESOL Quarterly, 32(1), 61 - 84.

Presentation:
Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35(2), 307-322.

Theme 8: Teacher Identity

Pavlenko, A. (2003). "I never knew I was a bilingual": Reimagining teacher identities in TESOL. In Y. Kanno & B. Norton (Eds.), Imagined communities and educational possibilities [Special issue]. Journal of Language, Identity, and Education, 2(4), 251-268.
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21-44.

Presentation:
Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J. Richards (Eds.), Cambridge guide to second language teacher education. Cambridge: Cambridge University Press.

Theme 9: Globalization and Identity

Canagarajah, S. (2002). Reconstructing local knowledge. In S. Canagarajah (Ed.), Celebrating local knowledge on language and education [Special issue]. Journal of Language, Identity, and Education, 1(4), 243-259.
Ramanathan, V. (2006). The vernacularization of English: Crossing global currents to re-dress West- based TESOL. Critical Inquiry in Language Studies, 3(2/3), 131-146.

Presentation:
Norton, B., & Kamal, F. (2003). The imagined communities of English language learners in a Pakistani school. Journal of Language, Identity, and Education, 2(4), 301-307.

Theme 10: Assessment and Evaluation

Pennycook, A. (2004). Critical moments in a TESOL praxicum. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 327-345). New York: Cambridge University Press.
Starfield, S. (2002). "I'm a second language English speaker": Negotiating writer identity and authority in Sociology One. Journal of Language, Identity, and Education, 1(2), 121-140.

Presentation:
Norton, B. (2000). Writing assessment: Language, meaning, and marking memoranda. In A. Kunnan (Ed.), Fairness and validation in language assessment (pp. 20-29). New York: Cambridge University Press.

Additional References
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cognitive, and linguistic investment in English medium interaction. [Special Issue]. Journal of Asian Pacific Communication, 18 (1).
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11). London: Institute of Contemporary Arts
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Routledge.
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and New York: Routledge.
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645-668.
Bourdieu, P. (1991). Language and symbolic power (J. B. Thompson, Ed.; G. Raymond & M.
Adamson, Trans.). Cambridge, England: Polity Press. (Original work published in 1982)
Cameron, D (2006) On language and sexual politics . New York and London : Routledge.
Canagarajah, S. (2004a). Subversive identities, pedagogical safe houses, and critical learning.
In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 116-137). New York: Cambridge University Press.
Canagarajah, S. (Ed.) (2004b). Reclaiming the local in language policy and practice. Mahwah,
NJ: Lawrence Erlbaum
Clarke, M. (2008). Language teacher identities: Co-constructing discourse and community.
Clevedon, UK: Multilingual Matters.
Clemente, A. & Higgins, M. (2008) Performing English with a postcolonial accent: Ethnographic
narratives from Mexico. London: Tufnell Publishing.
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire.
Clevedon, England: Multilingual Matters.
Cummins, J. (2006). Identity texts: The imaginative construction of self through multiliteracies
pedagogy. In O. Garcia, T. Skutnabb-Kangas, & M. Torres-Guzman. (Ieds.) Imagining
multilingual schools: Language in education and glocalization. Clevedon, UK:
Multilingual Matters., 51-68.
Dagenais, D., Moore, D., Lamarre, S., Sabatier, C., & Armand, F. (2008). Linguistic landscape
and language awareness. In E. Shohamy & D. Gorter (Eds.), Linguistic Landscape:
Expanding the Scenery (pp. 253-269). Routledge/Taylor & Francis Group.
Davis, K., & Skilton-Sylvester, E. (Eds.). (2004). Gender in TESOL [Special issue]. TESOL
Quarterly, 38(3).
Day, E. M. (2002). Identity and the young English language learner. Clevedon, UK:
Multilingual Matters
Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, UK:
Cambridge University Press.
Duff, P. (2002). The discursive co-construction of knowledge, identity, and difference: An
ethnography of communication in the high school mainstream. Applied Linguistics, 23, 289-322.
Fairclough, N. (2001). Language and power (2nd Edition). Harlow, UK: Pearson/Longman.
Foucault, M. (1980). Power/knowledge: Selected interviews and other writings, 1972-1977, ed.
C. Gordon. New York: Pantheon books.
Gao, Y. H. (2007). Legitimacy of foreign language learning and identity research: Structuralist
and constructivist perspectives. Intercultural Communication Studies, XVI(1), 100-112.
Garciá, O., Skutnabb-Kangas, T., & Torres-Guzmán, M.E. (Eds.). (2006). Imagining
Multilingual schools: Languages in education and glocalization. Clevedon, UK:
Multilingual Matters.
Gass, S. M., & Makoni, S. (Eds.). (2004). World applied linguistics: A celebration of AILA at 40
[Special issue]. AILA Review, 17.
Goldstein, T. (2003). Teaching and learning in a multilingual school: Choices, risks, and
dilemmas. Mahwah, NJ: Lawrence Erlbaum Associates.
Hall, S. (1997). Representation: Cultural representations and signifying practices. London:
Sage.
Haneda, M. (2005). Investing in foreign-language writing: A study of two multicultural learners.
Journal of Language, Identity, and Education, 4 (4), 269-290.
Hawkins, M. R. (Ed.). (2004). Language learning and teacher education: A sociocultural
approach. Clevedon, UK: Multilingual Matters.
Hawkins, M., & Norton, B. (in press). Critical language teacher education. In A. Burns & J.
Richards (Eds.), Cambridge guide to second language teacher education. Cambridge:
Cambridge University Press.
Heller, M. (2007). Linguistic minorities and modernity: A sociolinguistic ethnography (2nd
edition). London, UK:Continuum
Hornberger, N. (Ed.) (2003). Continua of biliteracy. Clevedon, UK: Multilingual Matters.
Ibrahim, A. E. K. M. (1999). Becoming Black: Rap and hip-hop, race, gender, identity, and
the politics of ESL learning. TESOL Quarterly, 33(3), 349-369.
Janks, H. (2000). Domination, access, diversity and design: A synthesis for critical literacy
education. Educational Review, 52(2), 175-186.
Kanno, Y. (2008). Language and education in Japan: Unequal access to bilingualism.
Basingstoke, UK: Palgrave Macmillan.
Kanno, Y., & Norton, B. (Eds.). (2003). Imagined communities and educational possibilities
[Special issue]. Journal of Language, Identity, and Education, 2(4).
Kendrick, M. & Jones, S. (2008). Girls' visual representations of literacy in a rural Ugandan
community. Canadian Journal of Education, 31(3), 372-404.
Kendrick, M., Jones, S., Mutonyi, H., & Norton, B. (2006). Multimodality and English
education in Ugandan schools. English Studies in Africa, 49 (1), 95-114.
King, B. (2008). "Being gay guy, that is the advantage": Queer Korean language learning and
identity construction. Journal of Language, Identity, and Education, 7, 3-4, 230-252.
Kramsch, C., & Thorne, S. (2002). Foreign language learning as global communicative practice.
In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 83-100). London: Routledge.
Kress, G., Jewitt, C., Bourne, J., Franks, A., Hardcastle, J., Jones, K. & Reid, E. (2004). English
in urban classrooms: A multimodal perspective on teaching and learning. London and
New York: Routledge.
Kubota, R. (2004). Critical multiculturalism and second language education. In B. Norton & K.
Toohey (Eds.), Critical pedagogies and language learning (pp. 30-52). New York: Cambridge University Press.
Kubota, R., & Lin, A. (2006). Race and TESOL: Introduction to concepts and theories [Special
issue]. TESOL Quarterly, 40(3).
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language learning. New
Haven, CT: Yale University Press.
Lam, W. S. E. (2000). L2 literacy and the design of the self: A case study of a teenager writing
on the internet. TESOL Quarterly, 34(3), 457-482.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.
Cambridge, England: Cambridge University Press.
Lee, E. (2008). The "other(ing)" costs of ESL: A Canadian case study. Journal of Asian Pacific
Communication, 18 (1), 91-108.
Leung, C., Harris, R., & Rampton, B. (2004). Living with inelegance in qualitative research on
task-based learning. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 242-267). New York: Cambridge University Press.
Lin, A. & Martin, P. (2005). Decolonisation, globalisation: Language-in-education policy and
practice. Clevedon: Multilingual Matters.
Luke, A. (2004). Two takes on the critical. In B. Norton & K. Toohey (Eds.), Critical
pedagogies and language learning (pp. 21-29). New York: Cambridge University Press.
Makoni, S., & Meinhof, U. (Eds.). (2003). Africa and applied linguistics [Special issue]. AILA
Review, 16.
Martin-Jones, M. & Jones, K. (2000). Multilingual literacies. Philadelphia/Amsterdam: John
Benjamins
May, S. (2008). Language and minority rights. London and New York: Routledge.
McKay, S., & Wong, S. C. (1996). Multiple discourses, multiple identities: Investment and
agency in second language learning among Chinese adolescent immigrant students. Harvard Educational Review, 66(3), 577-608.
McKinney, C., & van Pletzen, E. (2004). "…This apartheid story … we've finished with it":
Student responses to the apartheid past in a South African English studies course. Teaching in Higher Education, 9(2), 159-170
McKinney, C., & Norton, B. (2008). Identity in language and literacy education. In B. Spolsky &
F. Hult (Eds.), The handbook of educational linguistics. (pp. 192-205). Blackwell.
Menard-Warwick, J.(2006). Both a fiction and an existential fact: Theorizing identity in second
language acquisition and literacy studies. Linguistics and Education, 16, 253-274.
Miller, J. (2003). Audible difference: ESL and social identity in schools. Clevedon, England:
Multilingual Matters.
Moffatt, L., & Norton, B. (2008). Reading gender relations and sexuality: Preteens speak out.
Canadian Journal of Education, 31(31) 102-123.
Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualization in
bilingual and second language education. Bilingual Education and Bilingualism, 7 (2&3), 172-188.
Morgan, B. (2007). Poststructuralism and applied linguistics: Complementary approaches to
identity and culture in ELT. In J. Cummins & C. Davison (Eds.), International handbook of
English language teaching (pp. 1033-1052). New York: Springer.
Morgan, B., & Ramanathan, V. (2005). Critical literacies and language education: Global and
local perspectives. Annual Review of Applied Linguistics, 25, 151-169.
Mutonyi, H., & Norton, B. (2007). ICT on the margins: Lessons for Ugandan education. Digital
literacy in global contexts [Special Issue]. Language and Education, 21(3), 264-270.
Nelson, C. (2009). Sexual identities in English language education: Classroom conversations.
New York: Routledge.
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change.
Harlow, England: Pearson Education Limited.
Norton, B. (2001). Non-participation, imagined communities, and the language classroom. In
M. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 159-171). London: Pearson Education Limited.
Norton, B., & Pavlenko, A. (Eds.) (2004). Gender and English language learners. Alexandria,
VA: Teachers of English to Speakers of Other Languages.
Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL
Quarterly, 35(2), 307-322.
Norton, B., & Toohey, K. (Eds.). (2004). Critical pedagogies and language learning. New
York: Cambridge University Press.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly,
29(1), 9-31.
Pavlenko, A. (2004). Gender and sexuality in foreign and second language education: Critical
and feminist approaches. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 53-71). New York: Cambridge University Press.
Pavlenko, A. & Blackledge, A. (Eds.). (2003). Negotiation of identities in multilingual contexts.
Clevedon, UK: Multilingual Matters
Pavlenko, A., & Norton, B. (2007). Imagined communities, identity, and English language
teaching. In J. Cummins & C. Davison (Eds.), International handbook of English
language teaching (pp. 669-680). New York: Springer.
Pennycook, A. (2004). Critical moments in a TESOL praxicum. In B. Norton & K. Toohey
(Eds.), Critical pedagogies and language learning (pp. 327-345). New York: Cambridge University Press.
Pennycook, A. (2007). Global Englishes and transcultural flows. London and New York:
Routledge.
Pittaway, D. (2004). Investment and second language acquisition. Critical Inquiry in Language
Studies, 4(1), 203-218.
Potowski, K. (2007). Language and identity in a dual immersion school. Clevedon, UK:
Multilingual Matters.
Prinsloo, M. & Baynham, M. (Eds.) (2008). Literacies, global and local. Philadelphia, USA:
John Benjamins
Ramanathan, V. (2005). The English-vernacular divide: Postcolonial language politics and
practice. Clevedon, UK: Multilingual Matters.
Ramanathan, V. & Morgan, B. (Eds.). (2007). Language policies and TESOL [Special Issue].
TESOL Quarterly, 41 (3)
Rampton, B. (2006) Language in late modernity: Interaction in an urban school.
Cambridge: Cambridge University Press
Rassool, N. (2007). Global Issues in Language, Education and Development: Perspectives from
Postcolonial Countries Clevedon, UK: Multilingual Matters.
Ricento, T. (2005). Considerations of identity in L2 learning. In E. Hinkel (Ed.), Handbook of
research on second language teaching and learning (pp. 895-911). Mahwah, NJ: Lawrence Erlbaum Associates.
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language, culture, and power. Alexandria, VA: Teachers of English to Speakers of Other Languages.
Skilton-Sylvester, E. (2002). Should I stay or should I go? Investigating Cambodian women's
participation and investment in adult ESL programs. Adult Education Quarterly, 53(1), 9-26.
Snyder, I. & Prinsloo, M. (Eds.) (2007). The digital literacy practices of young people in
marginal contexts. [Special Issue]. Language and Education: An International Journal. 21 (3).
Stein, P. (2008). Multimodal pedagogies in diverse classrooms: Representation, rights and
resources. London and New York: Routledge.
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2: Literacy. Boston: Springer.
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Talmy, S. (2008). The cultural productions of the ESL student at Tradewinds High: Contingency,
multidirecionality, and identity in L2 socialization. Applied Linguistics, 29, 4, 619-644.
Taylor, L. (2004). Creating a community of difference: Understanding gender and race in a high
school anti-discrimination camp. In B. Norton & A. Pavlenko (Eds.), Gender and English language learners (pp. 95-109). Alexandria, VA: Teachers of English to Speakers of Other Languages.
Tembe, J. & Norton, B. (2008). Promoting local languages in Ugandan primary schools: The
community as stakeholder. Canadian Modern Language Review, 65, 1, 33-60.
Toohey, K. (2000). Learning English at school: Identity, social relations and classroom
practice. Clevedon, England: Multilingual Matters.
Toohey, K. & Waterstone, B. (2004). Negotiating expertise in an action research community. In
B. Norton and K. Toohey (Eds.), Critical pedagogies and language learning. Cambridge:
Cambridge University Press, 291-310.
Varghese, M., Morgan, B., Johnston, B. & Johnson, K. (2005). Theorizing language teacher
identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4, 21-44.
Wallace, C. (2003). Critical reading in language education. Basingstoke, England: Palgrave
Macmillan.
Warriner, D.S. (Ed.). (2007). Transnational literacies: Immigration, language learning, and
identity. Linguistics and Education, 18 (3-4).
Warschauer, M. (2003). Technology and social Inclusion: Rethinking the digital divide. Boston:
MIT Press
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Blackwell.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York:
Cambridge University Press.
White, C. (2007). Innovation and identity in distance language learning and teaching. Innovation
in Language Learning and Teaching, 1, 1, 97-110.
Zuengler, J. & Miller, E. (2006). Cognitive and sociocultural perspectives: Two parallel SLA
worlds? TESOL Quarterly, 40 (1), 35-58.