Self and Identity in Adolescent Foreign Language Learning

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  • Format: Paperback
  • Copyright: 2013-07-04
  • Publisher: Multilingual Matters
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This book explores the role of identity in adolescent foreign language learning to provide evidence that an identity-focused approach can make a difference to achievement in education. It uses both in-depth exploratory interviews with language learners and a cross-sectional survey to provide a unique glimpse into the identity dynamics that learners need to manage in their interaction with contradictory relational contexts (e.g. teacher vs. classmates; parents vs. friends), and that appear to impair their perceived competence and declared achievement in language learning. Furthermore, this work presents a new model of identity which incorporates several educational psychology theories (e.g. self-discrepancy, self-presentation, impression management), developmental theories of adolescence and principles of foreign language teaching and learning. This book gives rise to potentially policy-changing insights and will be of importance to those interested in the relationship between self, identity and language teaching and learning.

Author Biography

Florentina Taylor is a Lecturer in Education and MA TESOL Programme Leader at the University of York, UK. She has over 18 years' teaching experience in Higher Education, EAP and EFL and has conducted research into identity and motivation in learning and teaching English as a foreign language in Europe, as well as the perceived relevance, motivation and uptake of Modern Foreign Languages in the UK.

Table of Contents

Chapter 1. Introduction

Chapter 2. Self and Identity in Adolescence: A Relational Perspective

Chapter 3. Self and Identity in Foreign Language Learning

Chapter 4. A Quadripolar Model of Identity in Adolescent Foreign Language Learning

Chapter 5. Participants' Self Systems in Four Relational Contexts

Chapter 6. Self Perceptions and Identity Display in Learning English as a Foreign Language

Chapter 7. Of Students and Teachers

Chapter 8. Drawing the Line: Evaluation and Implications

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