Bonny Norton
Datos Biográficos
| ID | 3817499 |
|---|---|
| NOMBRE | Bonny Norton |
| NOMBRES | Bonny |
| APELLIDO | Norton |
| FIRMA | NORTON B |
| AFILIACIONES | University of British Columbia |
| VERIFICADO | No |
| TOTAL DE OBRAS | 41 |
| TOTAL DE CITAS | 951 |
| TOTAL COMO AUTOR | 40 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1997 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 9 |
Emotion labor, investment, and volunteer teachers in heritage language education
Studies informed by poststructuralist theories of language have examined the relationship between language teachers’ emotion labor, identity, and agency. However, research has not yet explored the relationship between emotion labor and volunteer teaching, which is an important practice in language education. Our research seeks to address this gap, drawing on a 2‐year qualitative case study at the community‐based Vancouver Bangla School (VBS). Wit…
Poststructuralism
Drawing on two critical incidents in classroom contexts, Norton and Morgan make the case that poststructuralism is relevant to applied linguistics because of three central characteristics: First, poststructuralism constitutes a set of theoretical stances that serve to critique prevailing assumptions regarding the sources and nature of identity and the rational, humanist subject of the Enlightenment, particularly with respect to the construct of i…
Identity, Language Learning, and Teacher Education
In the field of applied linguistics, early interest in identity focused on language learners and language learning, which has expanded to include language teaching and language teacher identity. There is now emerging interest in identity and language teacher education, including language teacher educator identity. In the first section of this article, we discuss the changing conceptions of identity in applied linguistics, and its relationship to …
Investment and motivation in language learning
The year 2020 marked the 25th year since Bonny Norton published her influential TESOL Quarterly article, ‘Social identity, investment, and language learning’ (Norton Peirce, 1995) and the fifth year since we, Darvin and Norton (2015), co-authored ‘Identity and a model of investment in applied linguistics’ in the Annual Review of Applied Linguistics. From the time Norton's 1995 piece was published, investment and motivation have been conceptually …
Identity and Second Language Acquisition
Identity and second language acquisition (SLA) is best understood with reference to changing conceptions of the individual, language, and learning in the field of applied linguistics. These changes are indexical of a shift in the field from a predominantly psycholinguistic approach to SLA to include a greater focus on sociological and anthropological dimensions of language learning, particularly with reference to sociocultural, poststructural, an…
Bangla and the identity of the heritage language teacher
Research on language teacher identity in the field of heritage language (HL) teaching has received little attention, although identity is a central concern in HL education. Our research seeks to address this gap in the research on language teacher identity. Drawing on the Darvin and Norton’s (2015) conceptual framework of identity and investment, we investigate the extent to which Bangla HL teachers are invested in teaching Bangla, and how their …
Poststructuralism
Drawing on two critical incidents in classroom contexts, this entry makes the case that poststructuralism is relevant to applied linguistics because of three central characteristics. First, poststructuralism constitutes a set of theoretical stances that serve to critique prevailing assumptions regarding the sources and nature of identity, and the rational, humanist subject of the Enlightenment. Second, poststructuralism critiques the conditions a…
Teaching multilingual literacy in Ugandan classrooms
For over a decade, the authors have worked collaboratively to better understand and address the challenges and possibilities of promoting multilingual literacy in Uganda, a country of over 44 million people where over 40 African languages are spoken and English is the official language. This article focuses on the diverse ways that teachers promote early literacy in large multilingual classrooms, and how the innovative African Storybook digital i…
Ethnolinguistic Vitality, Identity and Power
This article concerns the relationship between social context, identity and intergroup relations. It reviews early formulations pertaining to contextual influences and proceeds to examine vitality theory, specifically, ethnolinguistic vitality (EV). The ensuing discussion considers objective aspects of EV such as the demographic representation of a group and delineates multiple influences modulating their impact on intergroup relations. Subjectiv…
The Role of English Language Institutes in Iran
Introduction
What constitutes a "good teacher" and "good teaching" has come under much scrutiny in an age of globalization, transnationalism, and increased demands for accountability. It is against this evolving landscape and the pathbreaking work of the Douglas Fir Group (DFG, 2016) that this special issue engages the following two broad questions: (a) In what ways is language teaching "identity work"? and (b) To what extent does a transdisciplinary approach…
Research tasks on identity in language learning and teaching
The growing interest in identity and language education over the past two decades, coupled with increased interest in digital technology and transnationalism, has resulted in a rich body of work that has informed language learning, teaching, and research. To keep abreast of these developments in identity research, the authors propose a series of research tasks arising from this changing landscape. To frame the discussion, they first examine how t…
Identity and Language Learning
Investment and Language Learning in the 21 st Century
Cet article explore la notion d'investissement dans l'apprentissage linguistique, développée par Bonny Norton à partir du milieu des années 1990 (Norton Peirce, 1995 ; Norton, 2000 ; 2013), et augmentée plus récemment par Ron Darvin (Darvin & Norton, 2015). L'investissement, complément sociologique de la notion psychologique de motivation, est devenu un point nodal de la linguistique appliquée (Kramsch, 2013), dévoilant les rapports de pouvoir qu…
Identity and a Model of Investment in Applied Linguistics
This article locates Norton's foundational work on identity and investment within the social turn of applied linguistics. It discusses its historical impetus and theoretical anchors, and it illustrates how these ideas have been taken up in recent scholarship. In response to the demands of the new world order, spurred by technology and characterized by mobility, it proposes a comprehensive model of investment, which occurs at the intersection of i…
Revisiting English as medium of instruction in rural African classrooms
In this paper, we address findings from a study conducted in a rural, Ugandan secondary school from August 2009 to May 2011 that explored the challenges and possibilities of developing language and literacy across the curriculum, including digital possibilities for the development of multilingual academic literacy. The central questions we address are: (1) in a rural African context, what educational conditions and language policies impact the us…
Introduction
This article is the guest editor's introduction to the special issue of the Journal of Multilingual and Multicultural Development on ‘Multilingual Literacy and Social Change in African Communities’. Norton examines the diverse contributions with reference to the United Nations’ Millennium Development Goals, formulated in 2000 to ‘make poverty history’ by 2015. Bamgbose argues convincingly that language is central in the struggle for educational p…
Identity and Language Learning
This second edition of Norton’s classic text on language learning and identity will bring her ground-breaking ideas to a new generation of students, teachers and researchers. Featuring a comprehensive Introduction and an Afterword by Claire Kramsch, this new edition integrates research, theory and classroom practice.
Identity and Second Language Acquisition
To understand the vibrant and increasing interest in identity and second language acquisition (SLA), it is important to understand changing conceptions of the individual, language, and learning in the field. Each of these areas is associated with broader trends in the social sciences, which represent a shift in the field from a predominantly psycholinguistic approach to SLA to include a greater focus on sociological and anthropological dimensions…
Poststructuralism
Our interest in poststructuralism in applied linguistics arises from our work as language teachers and researchers, and our mutual desire to promote a productive relationship between social theory and classroom practice.
Pennycook, Alastair
When I welcome new graduate students to our department at the University of British Columbia, I always remind them that their fellow students may well constitute their most supportive professional network over the course of their careers.
Language learner stories and imagined identities
In seeking to better understand English language learners and their imagined identities, which is the central focus of our article, scholars have drawn extensively on the work of Norton and colleagues. This work has foregrounded the language learner as a participating social agent with complex and changing identities. It is this agentive sense of self that is linked, in narratives, to larger socio-cultural and historical social practices. Our int…
Literacy and PowerHilaryJanks. New York, NY
Researcher Identity, Narrative Inquiry, and Language Teaching Research
Whereas there has been much research on language and identity with respect to learners, teachers, and teacher educators, there has been little focus on the identity of the researcher, an important stakeholder in language education. Our research therefore addresses the following question: To what extent can narrative inquiry illuminate the ways in which researcher identity is negotiated in language teaching research? To address this question, we d…
Identity, language learning, and social change
In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of inves…
Identity and a Model of Investment in Applied Linguistics
This article locates Norton's foundational work on identity and investment within the social turn of applied linguistics. It discusses its historical impetus and theoretical anchors, and it illustrates how these ideas have been taken up in recent scholarship. In response to the demands of the new world order, spurred by technology and characterized by mobility, it proposes a comprehensive model of investment, which occurs at the intersection of i…
Language, Identity, and the Ownership of English
This article serves as the introduction to the special-topic issue of the TESOL Quarterly on Language and Identity. In the first section, I discuss my interest in language and identity, drawing on theorists who have been influential in my work. A short vignette illustrates the significant relationship among identity, language learning, and classroom teaching. In the second section, I examine the five articles in the issue, highlighting notable si…
Identity, language learning, and social change
In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of inves…
Introduction
What constitutes a "good teacher" and "good teaching" has come under much scrutiny in an age of globalization, transnationalism, and increased demands for accountability. It is against this evolving landscape and the pathbreaking work of the Douglas Fir Group (DFG, 2016) that this special issue engages the following two broad questions: (a) In what ways is language teaching "identity work"? and (b) To what extent does a transdisciplinary approach…
Research tasks on identity in language learning and teaching
The growing interest in identity and language education over the past two decades, coupled with increased interest in digital technology and transnationalism, has resulted in a rich body of work that has informed language learning, teaching, and research. To keep abreast of these developments in identity research, the authors propose a series of research tasks arising from this changing landscape. To frame the discussion, they first examine how t…
Changing Perspectives on Good Language Learners
Language and culture are no longer scripts to be acquired, as much as they are conversations in which people can participate.The question of who is learning what and how much is essentially a question of what conversations they are part of, and this question is a subset of the more powerful question of what conversations are around to be had in a given culture.(McDermott, 1993, p. 295) n The notion of best practices has been a preoccupation in a …
Investment and motivation in language learning
The year 2020 marked the 25th year since Bonny Norton published her influential TESOL Quarterly article, ‘Social identity, investment, and language learning’ (Norton Peirce, 1995) and the fifth year since we, Darvin and Norton (2015), co-authored ‘Identity and a model of investment in applied linguistics’ in the Annual Review of Applied Linguistics. From the time Norton's 1995 piece was published, investment and motivation have been conceptually …
Investment and Language Learning in the 21 st Century
Cet article explore la notion d'investissement dans l'apprentissage linguistique, développée par Bonny Norton à partir du milieu des années 1990 (Norton Peirce, 1995 ; Norton, 2000 ; 2013), et augmentée plus récemment par Ron Darvin (Darvin & Norton, 2015). L'investissement, complément sociologique de la notion psychologique de motivation, est devenu un point nodal de la linguistique appliquée (Kramsch, 2013), dévoilant les rapports de pouvoir qu…
Identity and Language Learning
Researcher Identity, Narrative Inquiry, and Language Teaching Research
Whereas there has been much research on language and identity with respect to learners, teachers, and teacher educators, there has been little focus on the identity of the researcher, an important stakeholder in language education. Our research therefore addresses the following question: To what extent can narrative inquiry illuminate the ways in which researcher identity is negotiated in language teaching research? To address this question, we d…
Ethnolinguistic Vitality, Identity and Power
This article concerns the relationship between social context, identity and intergroup relations. It reviews early formulations pertaining to contextual influences and proceeds to examine vitality theory, specifically, ethnolinguistic vitality (EV). The ensuing discussion considers objective aspects of EV such as the demographic representation of a group and delineates multiple influences modulating their impact on intergroup relations. Subjectiv…
Language learner stories and imagined identities
In seeking to better understand English language learners and their imagined identities, which is the central focus of our article, scholars have drawn extensively on the work of Norton and colleagues. This work has foregrounded the language learner as a participating social agent with complex and changing identities. It is this agentive sense of self that is linked, in narratives, to larger socio-cultural and historical social practices. Our int…
Talk what others think you can't talk’
The clubs will do peer education; the clubs will be a forum for affected students to share their experiences. (HIV/AIDS Technical Advisor, Ministry of Education, 4 October 2004 Ministry of Education, Uganda. 2004. PIASCY: helping pupils to stay safe, Kampala: Fountain Publishers. [Google Scholar]) The clubs extend what we do in the communities. We train the leaders so that they can do peer education. (AIDS health official, 2 October 2004) In this…
Addressing Gender in the ESL/EFL Classroom
Pavlenko, 2004), we have had the welcome opportunity to consider the diverse ways in which TESOL colleagues worldwide are addressing gender issues in their language classrooms. In this article, we share the insights we have gained not only from the contributors to the case study collection, but also from our engagement with the broader literature
The Role of English Language Institutes in Iran
Revisiting English as medium of instruction in rural African classrooms
In this paper, we address findings from a study conducted in a rural, Ugandan secondary school from August 2009 to May 2011 that explored the challenges and possibilities of developing language and literacy across the curriculum, including digital possibilities for the development of multilingual academic literacy. The central questions we address are: (1) in a rural African context, what educational conditions and language policies impact the us…
Introduction
This article is the guest editor's introduction to the special issue of the Journal of Multilingual and Multicultural Development on ‘Multilingual Literacy and Social Change in African Communities’. Norton examines the diverse contributions with reference to the United Nations’ Millennium Development Goals, formulated in 2000 to ‘make poverty history’ by 2015. Bamgbose argues convincingly that language is central in the struggle for educational p…
Problem‐Posing at Work
Covert language assessment in academic writing
In this article 'covert' language assessment refers to the implicit assessment of non-native speaking and writing that takes place when the focus of the assessment is on an examinee's understanding of an academic subject such as geography, history, biology or physics, and not on the examinee's language proficiency as such. Drawing on a larger study of assessment practices at the University of the Witwatersrand in Johannesburg, South Africa, the a…
In This Issue
Language, Identity, and the Ownership of English
This article serves as the introduction to the special-topic issue of the TESOL Quarterly on Language and Identity. In the first section, I discuss my interest in language and identity, drawing on theorists who have been influential in my work. A short vignette illustrates the significant relationship among identity, language learning, and classroom teaching. In the second section, I examine the five articles in the issue, highlighting notable si…
The ESL Classroom
The complexities of teaching English as a second language to those newly arrived in Canada are addressed with insight and humour in this book. Brian Morgan draws extensively on his own teaching experience in Canada and China to reinvestigate the nature and aims of ESL teaching and to formulate approaches to becoming a more effective ESL teacher.Morgan's central principle is that ESL theories, materials, and approaches should be relevant to the so…
Identity and Language Learning
Changing Perspectives on Good Language Learners
Language and culture are no longer scripts to be acquired, as much as they are conversations in which people can participate.The question of who is learning what and how much is essentially a question of what conversations they are part of, and this question is a subset of the more powerful question of what conversations are around to be had in a given culture.(McDermott, 1993, p. 295) n The notion of best practices has been a preoccupation in a …
Critical Pedagogies and Language Learning
This important volume on the critical pedagogical approach addresses such topics as critical multiculturalism, gender and language learning, and popular culture. Critical pedagogies are instructional approaches aimed at transforming existing social relations in the interest of greater equity in schools and communities. This paperback edition on the pedagogical approach addresses such topics as critical multiculturalism, gender and language learni…
Addressing Gender in the ESL/EFL Classroom
Pavlenko, 2004), we have had the welcome opportunity to consider the diverse ways in which TESOL colleagues worldwide are addressing gender issues in their language classrooms. In this article, we share the insights we have gained not only from the contributors to the case study collection, but also from our engagement with the broader literature
Popular Culture and the Reading Teacher
Reading teachers concerned with gender equity have struggled to find ways in which to critically engage with students' popular culture. Traditionally, feminist reading teachers have seen popular texts as mechanisms for the reproduction of dysfunctional gender relations. However, this perspective is often met with resistance by young readers. In this paper, we argue that texts, such as Archie comics, that have traditionally been seen as mechanisms…
Imagined Communities, Identity, and English Language Learning
Applied linguistics and literacy in Africa and the diaspora
Talk what others think you can't talk’
The clubs will do peer education; the clubs will be a forum for affected students to share their experiences. (HIV/AIDS Technical Advisor, Ministry of Education, 4 October 2004 Ministry of Education, Uganda. 2004. PIASCY: helping pupils to stay safe, Kampala: Fountain Publishers. [Google Scholar]) The clubs extend what we do in the communities. We train the leaders so that they can do peer education. (AIDS health official, 2 October 2004) In this…
Constructing Pedagogical Awareness With Brazilian Language Educators
Problem‐Posing at Work
The English language, multilingualism, and the politics of location
Drawing on Pennycook's frameworks for understanding the global role of English, we discuss the paradoxes of English language usage in what Canagarajah terms ‘periphery communities’ internationally. This analysis is complemented by Canagarajah's work on a ‘politics of location’, which provides powerful insights into a periphery community's local and global investments in English. This notion is explored with particular reference to Norton's work i…
Language and Identity
Researcher Identity, Narrative Inquiry, and Language Teaching Research
Whereas there has been much research on language and identity with respect to learners, teachers, and teacher educators, there has been little focus on the identity of the researcher, an important stakeholder in language education. Our research therefore addresses the following question: To what extent can narrative inquiry illuminate the ways in which researcher identity is negotiated in language teaching research? To address this question, we d…
Identity, language learning, and social change
In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of inves…
Identity and Second Language Acquisition
To understand the vibrant and increasing interest in identity and second language acquisition (SLA), it is important to understand changing conceptions of the individual, language, and learning in the field. Each of these areas is associated with broader trends in the social sciences, which represent a shift in the field from a predominantly psycholinguistic approach to SLA to include a greater focus on sociological and anthropological dimensions…
Poststructuralism
Our interest in poststructuralism in applied linguistics arises from our work as language teachers and researchers, and our mutual desire to promote a productive relationship between social theory and classroom practice.
Pennycook, Alastair
When I welcome new graduate students to our department at the University of British Columbia, I always remind them that their fellow students may well constitute their most supportive professional network over the course of their careers.
Language learner stories and imagined identities
In seeking to better understand English language learners and their imagined identities, which is the central focus of our article, scholars have drawn extensively on the work of Norton and colleagues. This work has foregrounded the language learner as a participating social agent with complex and changing identities. It is this agentive sense of self that is linked, in narratives, to larger socio-cultural and historical social practices. Our int…
Literacy and PowerHilaryJanks. New York, NY
Identity and Language Learning
This second edition of Norton’s classic text on language learning and identity will bring her ground-breaking ideas to a new generation of students, teachers and researchers. Featuring a comprehensive Introduction and an Afterword by Claire Kramsch, this new edition integrates research, theory and classroom practice.
Revisiting English as medium of instruction in rural African classrooms
In this paper, we address findings from a study conducted in a rural, Ugandan secondary school from August 2009 to May 2011 that explored the challenges and possibilities of developing language and literacy across the curriculum, including digital possibilities for the development of multilingual academic literacy. The central questions we address are: (1) in a rural African context, what educational conditions and language policies impact the us…
Multilingual Education and Policy (34 obras) · Sociology (33 obras) · Second Language Learning and Teaching (31 obras) · EFL/ESL Teaching and Learning (26 obras) · Linguistics (23 obras) · Pedagogy (22 obras) · Psychology (21 obras) · Mathematics education (13 obras) · Philosophy (13 obras) · Identity (music) (11 obras)