Słowa kluczowe
identity
group identity
ethnicity
language
linguistic decisions
language learning
teacher education
Jak cytować
Abstrakt
The article looks into the meaning of concepts of L2 Self, L2 Ideal self and L2 Motivational Self Systems from the point of view of their usefulness for SLA/FLT research. Psychological and sociological terminology related to the Self, Identity, Storied Self, Social Identity and Ethnicity is then discussed as well as various types of the Self useful in the analysis of attitudes to first, second and foreign languages. Examples of linguistic decisions are offered that lead to language maintenance, language loss or changes of the dominant language. Linguistic behaviour is traced back to possible ways of presenting the Self as well as to different approaches to ethnicity, integration and assimilation. Conclusions and implications for classroom language learning and teacher education are also presented.
Bibliografia
Barthes R. (1953 / 1972), Le degré Zéro de’l écriture. Paris: Seuil.
Bauman Z. (2004), Life in fragments. Essays in postmodern morality. Oxford: Oxford University Press.
Baumel-Schwartz J. (2012), Never look back. The Jewish refugee children in Great Britain 1938-1945. West Lafayette: Purdue University Press.
Blanc M. (1986), Canada’s non-official languages: assimilation or pluralism? (in) “The London Journal of Canadian Studies”, No 3, pp. 46-56.
Blommaert J. (2005), Discourse. A critical introduction. Cambridge: Cambridge University Press.
Bugarski R. (2001), Language, nationalism and war in Yugoslavia (in) “International Journal of the Sociology of Language”, No 151, pp. 69-87.
Canagarajah A. S. (2004), Subversive identities, pedagogical safe houses and critical learning (in) Norton B, Toohey K. (eds.), Critical pedagogy and language learning. Cambridge: Cambridge University Press, pp. 116-137.
Czykwin E. (2000), Białoruska mniejszość narodowa jako grupa stygmatyzowana. Białystok: Trans Humana.
Dali S. (1942/2011), La vida secreta de Salvador Dali. Barcelona: Galaxia-Gutenberg.
Delanty G. (2000), Citizenship in a global age. Society, culture, politics. Buckingham: Open University Press.
Deutsch K. W. (1969), Nationalism and its alternatives. New York: Random House.
Dörnyei Z. (2009), The L2 motivational self system (in) Dörnyei Z., Ushioda E. (eds.), Motivation, language identity and the L2 Self. Clevedon: Multilingual Matters, pp. 1-43.
Dörnyei Z., Ushioda E. (eds.) (2009), Motivation, language identity and the L2 Self. Clevedon: Multilingual Matters.
Edwards J. (2012), Multilingualism. Understanding linguistic diversity. London: Penguin.
Gardner R. C. (2010), Motivation and Second Language Acquisition. New York: Peter Lang.
Giddens A. (1991), Modernity and self-identity. Stanford: Stanford University Press.
Goffman E. (1956), The presentation of Self in everyday life. New York: Doubleday.
Hall S. (1993), Cultural Identity and diaspora (in) Rutherford J. (ed.), Colonial discourse and post-colonial theory. An introduction. Cambridge: Cambridge University Press, pp. 222-237.
Hall S., du Gay P. (1996), Questions of identity. London: Sage.
Hamers J. F., Blanc M. H. A. (1989/2000), Bilinguality and bilingualism. Cambridge: Cambridge University Press.
Heidegger M. (1927/2008), Bycie i czas [Sein und Zeit / Being and time]. Warszawa: PWN.
Hemmi Ch. (2014), Dual identities perceived by bilinguals (in) Mercer S., Williams M. (eds.), Multiple perspectives on the Self in SLA. Clevedon: Multilingual Matters, pp. 75-91.
Higgins T. E. (1987), Self-discrepancy. A theory relating self and affect (in) “Psychological Review”, No 93, pp. 319-340.
Hogg M.A, Abrams D., Otten S., Hinkle S. (2004), The social identity perspective: Intergroup relations, self-conception, and small groups (in) “Small Group Research”, No 35, pp. 246-274.
Irie K., Ryan S. (2014), Study abroad and the dynamics of change in learner L2 self-concept (in) Dörnyei Z, MacIntyre P, Henry A (eds.), Motivational dynamics in language learning. Bristol: Multilingual Matters, pp. 520-552.
Kozyra K. (2007), In art dreams come true. Berlin: Hatje Cantz Publishing.
La Guardia J. G. (2009), Developing who I am. A self-determination theory approach to the establishment of healthy identities (in) “Educational Psychologist”, No 44, pp. 90-104.
Lamb M. (2001), Future selves, motivation and autonomy in long-term EFL learning trajectories (in) Murray G., Gao X., Lamb T. (eds.), Identity, motivation and autonomy. Clevedon: Multilingual Matters, pp. 177-194.
Lambert W. C., Hodgson R. C., Gardner R. C., Fillenbaum S. J. (1960), Evaluation reactions to spoken language (in) “Journal of Abnormal and Social Psychology”, No 60, pp. 44-51.
Leary M.R. (1995), Self-presentation. Impression management and interpersonal behaviour. Madison: Brown and Benchmark.
Lis R. (2015), W lodach Prowansji. Bunin na wygnaniu. Warszawa: Wydawnictwo Sic!.
Marcus G. (2008), Kluge. The haphazard construction of the human mind. Boston: Houghton Mifflin Company.
Markus H., Nurius P. (1987), Possible selves: the interface between motivation and the self-concept (in) Yardley K, Honess T. (eds.), Self and identity. Psychosocial perspectives. Chichester: Wiley and Sons, pp. 157-172.
Matsumoto A., Stanny C. J. (2006), Language dependent access to autobiographical memory in Japanese-English bilinguals and US monolinguals (in) “Memory”, No 14, pp. 378-390.
Mezei G. (2014), The effect of motivational strategies on self-related aspects of student motivation and second language learning (in) Csizer K., Magid M. (eds.) The impact of self-concept on language learning. Clevedon: Multilingual Matters, pp. 289-309.
Morrison T. (1987), Beloved. New York: Vintage.
Murphy L. (2001), Why am I doing this? Maintaining motivation in distance language learning (in) Murray G., Gao X., Lamb T. (eds.), Identity, motivation and autonomy. Clevedon: Multilingual Matters, pp. 91-106.
Niewiara E., Rosołowski P. (2017), Książę i dybuk. Film dokumentalny. Film Art Production; Kundschafter Filmproduktion; Zero One Film.
Northoff G. (2014), Brain and Self; A neurophilosophical account (in) Mercer S., Williams M. (eds.), Multiple perspectives on the Self in SLA. Clevedon: Multilingual Matters, pp. 142-159.
Norton B. (2000), Identity and language learning. Gender, ethnicity and educational change. Harlow: Pearson.
Norton B. (2013), Identity and language learning. Clevedon: Multilingual Matters.
Orzeszyna, M. (2015), Antoni Cierplikowski. Król fryzjerów, fryzjer królów. Kraków: Znak, Oyserman D., Elmore K., Smith G. (2012), Self, self-concept and identity (in) Leary M., Tangney J. P. (eds.), Handbook on Self and identity. New York-London: The Guilford Press, pp. 69-104.
Pepin N. (2007), Identités fragmentées. Eléments pour une grammaire de l’identité, Berne: Peter Lang.
Price S., Fluck M., Giles H. (1983), The effects of language testing on bilingual preadolescents’ attitudes towards Welsh and varieties of English (in) “Journal of Multilingual and Multicultural Development”, No 4, pp. 149-161.
Porębski M. (2002), Polskość jako sytuacja [Polishness as a situation]. Kraków: Wydawnictwo Literackie.
Ringbom H. (1987), The role of the first language in foreign language learning. Clevedon: Multilingual Matters.
Ringbom H. (2007), Cross-linguistic similarity in foreign language learning. Multilingual Matters: Clevedon.
Romaine S . (1995), Bilingualism. Oxford: Blackwell.
Ryan E. B., Carranza M. A., Moffie R. W. (1977), Reactions toward varying degrees of accentedness in the speech of Spanish-English bilinguals (in) “Language and Speech”, No 20, pp. 267-273.
Schwartz S. J., Luyckx K., Vignoles V. L. (eds.). (2011), Handbook of identity theory and research. New York: Springer.
Sebald W. G. (2003), On the natural history of destruction. London: Hamish Hamilton.
Segalowitz N., Gatbonton E. (1977), Studies of the nonfluent bilingual (in) Hornby P. A. (ed.), Bilingualism. Psychological and social implications. New York: Academic Press, pp. 77-90.
Singer J. A., Blagov P. (2004), The integrative function of narrative processing: autobiographical memory, self-defining memories, and the life story of identity (in) Beike D. R., Lampinen J. M., Behrend D. A. (eds.), The Self and memory. New York: Psychology Press, pp. 117-138.
Smolicz J. J. (1984), Multiculturalism and an overarching framework of values: some educational responses for ethnically plural societies (in) “Journal of European Education”, No 19, pp. 11-23.
Swann W. B., Bosson J. K. (2010), Self and identity (in) Fiske S. T., Gilber D. T., Lindzey G. (eds.), Handbook of social psychology. Hoboken, NJ: Wiley, pp. 589-628.
Taguchi T., Magid M., Papi M. (2010), The L2 Motivational Self System among Japanese, Chinese and Iranian learners of English: A comparative study (in) Dörnyei Z., Ushioda E. (eds.), Motivation, language identity and the L2 Self. Clevedon: Multilingual Matters, pp. 66-97.
Taylor F. (2013), Self and identity in adolescent foreign language learning. Clevedon: Multilingual Matters.
Taylor F. (2014), Relational views on the self in SLA (in) Mercer S., Williams M. (eds.), Multiple perspectives on the Self in SLA. Clevedon: Multilingual Matters, pp. 92-108.
Tice D. M., Wallace H. M. (2003), Reflected self. Creating yourself as others (you think) see you (in) Leary M. R., Tangney J. P. (eds.), Handbook of Self and identity. New York: Guildford Press, pp. 91-105.
White C., Ding A. (2009), Identity and self in e-language teaching (in) Dörnyei Z., Ushioda E. (eds.), Motivation, language identity and the L2 Self. Clevedon: Multilingual Matters, pp. 333-349.
Licencja
Prawa autorskie (c) 2019 Hanna Komorowska
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Bez utworów zależnych 4.0 Międzynarodowe.
Przedstawiany utwór (artykuł) upubliczniany jest na podstawie umowy z autorem i na licencji Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Użytkownicy mają obowiązek podania wraz z rozpowszechnionym utworem, informacji o autorstwie, tytule, źródle (odnośniki do oryginalnego utworu, DOI) oraz samej licencji;
- bez tworzenia utworów zależnych,
- utwór musi być zachowany w oryginalnej postaci.
Uniwersytet im. Adama Mickiewicza w Poznaniu zachowuje prawo do czasopisma jako całości (układ, forma graficzna, tytuł, projekt okładki, logo itp.).