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dc.contributor.advisorMoate, Josephine
dc.contributor.authorFernandez, Irene
dc.date.accessioned2018-09-12T06:04:19Z
dc.date.available2018-09-12T06:04:19Z
dc.date.issued2018
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/59460
dc.description.abstractIdentity is at the core of all human experience, and that is no different for teaching and learning experiences in second or other language learning classrooms. Yet the task of defining learner identity within these contexts has been subject to much debate, nested in the greater dichotomous landscape of linguistic and sociocultural schools of thought. Nonetheless, with the increasing trends in global migration and international students in higher education, there is an urgent need to define learner identity within these contexts to better support teaching and learning practices and experiences. Understanding learner identity also has further reaching implications for researchers, language and educational institutions, and the broader community in which these individuals reside outside of the language classroom. Using a Bakhtinian dialogic theoretical framework, this study explores the emic perspectives of learners on self-identity in an English as a second or other language classroom, in a study abroad context in Australia. Through the dialogic interactions of the participants, the findings from this study suggest that learner identity is more complex than often described, composed of both linguistic and sociocultural views on learner identity. Furthermore, from the perspectives of learners, this study also suggests that the language-learner identity is only one part of a larger self-identity. Rather, individuals in language classrooms assume different positions, in addition to the language- learner role. As a result of these findings, recommendations for broader and more integrated approaches in research, teaching and institutional practices, and learning are made.en
dc.format.extent75
dc.language.isoen
dc.subject.otherlearner identity
dc.subject.otherself-identity
dc.subject.othersecond language acquisition
dc.subject.otherlanguage use or socialisation
dc.subject.otherBakhtinian dialogic theory
dc.subject.othermultidimensionality
dc.subject.othermulti-positioning
dc.titleExpanding selves : an insider’s exploration of learner identity in second or other language learning
dc.identifier.urnURN:NBN:fi:jyu-201809124070
dc.type.ontasotMaster’s thesisen
dc.type.ontasotPro gradu -tutkielmafi
dc.contributor.tiedekuntaKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.tiedekuntaFaculty of Education and Psychologyen
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.oppiaineMaster's Degree Programme in Educationfi
dc.contributor.oppiaineMaster's Degree Programme in Educationen
dc.rights.copyrightJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rights.copyrightThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.contributor.oppiainekoodi102
dc.subject.ysoidentiteetti
dc.subject.ysodialogisuus
dc.subject.ysotoinen kieli
dc.subject.ysokielen omaksuminen
dc.subject.ysodialoginen analyysi
dc.subject.ysoidentity (mental objects)
dc.subject.ysodialogicality
dc.subject.ysosecond language
dc.subject.ysolanguage acquisition
dc.subject.ysodialogical analysis


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