Developing Professional Learner Identities: A Critical Piece in the Classroom Readiness Puzzle

2017 ◽  
pp. 17-34 ◽  
Author(s):  
Ellen Larsen
Keyword(s):  
Learner Identities

Supporting Children’s Learner Identities through Faith

2016 ◽  
pp. 213-226 ◽  
Author(s):  
Charmian Kenner ◽  
Amoafi Kwapong ◽  
Halimun Choudhury ◽  
Mahera Ruby
Keyword(s):  
Learner Identities

scholarly journals ‘I said it!’ ‘I’m first!’: Gender and language-learner identities

2011 ◽  
pp. 112
Author(s):  
Harold Andrés Peña
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Cross Cultural ◽  
Language Learner ◽  
Feminist Poststructuralist ◽  
Relationship Of ◽  
The Relationship ◽  
Learner Identities

While there has been an upsurge of research studying the relationship of gender and second language learning in cross-cultural contexts, far less has been investigated about preschool children’s gender and learner identities in contexts where English is a foreign language. In this paper I describe how gendered discourses are at stake in the classroom and how these discourses are related to the learner identities of a group of Colombian preschoolers. I use a Feminist Poststructuralist Discourse Analysis (FPDA) approach to pin down moments in which the assertion of power is manifested in second language practices like ‘classroom races’ during literacy activities. This assertion of power positions participants differently. Findings suggest the need to understand how children negotiate subject positions discursively in language learning activities. I am suggesting the need to erode discourses of approval that marginalize girls and favour boys.

Sign in / Sign up

Export Citation Format

Share Document