Ron Darvin
Datos Biográficos
| ID | 1261069 |
|---|---|
| NOMBRE | Ron Darvin |
| NOMBRES | Ron |
| APELLIDO | Darvin |
| FIRMA | DARVIN R |
| AFILIACIONES | University of British Columbia |
| ORCID | 0000-0003-1963-3214 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 30 |
| TOTAL DE CITAS | 369 |
| TOTAL COMO AUTOR | 30 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
Critical Digital Literacies
This chapter highlights how critical digital literacies (CDL) involve an examination of how power operates in digitally mediated spaces. It emphasizes that digital tools are never neutral, as platform designs and algorithms often index the interests of specific institutions and individuals. Recognizing how ideologies are embedded in the designs of these tools and the norms and conventions of their use, CDL encourages users to challenge the reprod…
Literacy
This section recognizes literacy as contextualized, plural, and multimodal, and foregrounds it as a socially situated and politically charged field. It interrogates how metaphors of translingual, transnational, and transcultural flow are entangled with structures and relations of power that mediate literacy across online and offline spaces, amplifying some voices while silencing others. Organized around six themes—Theoretical Perspectives, Method…
Identity, Investment, and Critical Applied Linguistics
This entry discusses the significance of identity and investment as key constructs in critical applied linguistics that highlight how power operates in contexts of language learning and teaching. It frames identity as multiple, dynamic, and discursively constructed and recognizes how the notions of positioning, indexicality, and intersectionality help dissect the way identities are performed. As a means to understand the extent to which one is ab…
Social class, generative AI, and the negotiation of unequal digital literacies
Focusing on two Chinese female university students from contrasting social class positions, Chen and Natalia, this article explores how engaging with generative artificial intelligence (AI) tools built on large language models constitutes social practice that can reproduce inequalities in language learning. Drawing on Darvin and Norton’s model of investment, we examine how these learners invest in AI literacy practices (as a specific type of digi…
Platformization, social media, and investing in unequal digital literacy practices
This paper examines how the platformization of social media and the material conditions in which these technologies are used shape how transnational learners invest in unequally valued digital literacy practices. As platforms reconfigure cultural practices and imaginations, L2 learners negotiate online norms and conventions to participate agentively in these spaces, positioning themselves while also positioning others. Based on data from a case s…
Language and Identity in Online Spaces
By transforming language and literacy practices, online spaces provide new opportunities for the performance of multiple identities. Through intentional design, users assemble their linguistic and semiotic resources in creative ways, while negotiating the affordances and constraints of platform design. Users also need to recognize norms and conventions that constitute various online cultures and to navigate relations of power. Recognizing that hu…
Exploring AI-mediated informal digital learning of English (AI-Idle)
Recent advancements in natural language processing and large language models have ushered language learning into the age of artificial intelligence (AI).Recognizing the affordances of generative AI tools, this paper aims to examine the degree to which L2 learners accepted and leveraged large language model platforms (e.g.ChatGPT, Bing Chat) for the informal digital learning of English (IDLE) purposes.Employing an explanatory sequential mixed-meth…
The need for critical digital literacies in generative AI-mediated L2 writing
This article asserts that the use of generative AI (GenAI) technologies for L2 writing needs to involve critical digital literacies. Drawing on the initial insights from a case study exploring the GenAI practices of secondary school students in Canada, this paper highlights emergent issues surrounding the dispositions of these learners towards these tools, the designs of platforms, and the material differences in the way these tools generate resp…
Navigating the SLA/T conceptual landscape and investing in transdisciplinary practices
As a scholar from the global South who grew up in the Philippines, a country colonized by Spain and the United States, where English persists as a language of power that reinforces class divisions, I have developed a profound interest in the inequalities and ideologies that circumscribe language learning. Moving across borders as a transnational and residing in Canada, I recognize that the material, cultural, social, linguistic, and semiotic reso…
Texts and countertexts
In the context of resurgent nativism and political backlash against diversity, equity, and inclusion, this special issue of Language Awareness examines how language educators across global contexts are enacting decolonizing and antiracist pedagogies to dismantle dominating discourses that continue to structure classroom life. Drawing on a range of critical theories, contributors explore how colonial and racist ideologies are reproduced through cu…
Critical digital literacies, generative AI, and the negotiation of agency in human-AI interactions
Negotiating gender ideologies and investing in teacher identities
Unpacking the role of motivation and enjoyment in AI-mediated informal digital learning of English (AI-Idle)
From Rural China to the Digital Wilds
Based on data from a qualitative case study of two Chinese university EFL learners from rural backgrounds, Andy and Jimmy, this study traces their progress from being struggling English language learners to confident speakers of English. Drawing on Darvin and Norton's (2015) model of investment that recognizes the intersection of identity, capital, and ideology, this study dissects Andy and Jimmy's engagement with the digital wilds and their nego…
Moving across a genre continuum
Words that don’t translate
Drawing on the pedagogical framework of critical multilingual language awareness, this article demonstrates how the production of a YouTube video explaining lexical gaps can help language learners construct a translanguaging space and invest in decolonizing practices. Based on a study examining the language and literacy practices of university students in Hong Kong, it explores how English majors enrolled in a communications course created three-…
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 …
Commentary
TikTok and the translingual practices of Filipino domestic workers in Hong Kong
Design, resistance and the performance of identity on TikTok
Intercultural communicative competence in the digital age
Discourses surrounding digital technologies have often foregrounded their capacity to connect people however, in reality, online communication can also result in fragmentation, polarization and modes of exclusion. To address these issues, this paper highlights the need for learners to develop a critical digital literacy (CDL) that contributes to a greater understanding of how power and ideologies operate online. By proposing a two-pronged teachin…
Digital Literacies in Tesol
Creativity and criticality
This paper asserts that creativity and criticality are interlocked constructs that converge through the shared impetus of challenging existing norms, practices and relations of power. Drawing on data from a student YouTube adaptation of a play about Filipino migrants from a literature textbook, it examines how high school students in the Philippines use their linguistic, multimodal and digital resources to retell a prescribed narrative from their…
Youth, Technology, and the Hidden Curriculum of the 21st Century
Recognizing that youth are socialized into specific digital practices in unequal ways, this paper asserts that the way technology and new literacies are positioned in schools can potentially marginalize youth of lower social class positions. It argues that students who are not equipped with the economic, cultural, and social resources necessary to acquire digital practices valued by the knowledge economy may not be able to participate agentively …
Blog
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…
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…
Social Class, Identity, and Migrant Students
A necessary component of the neoliberal mechanisms of globalization, migration addresses the economic and labor needs of postindustrial countries while producing new modes of social fragmentation and inequality (Crompton, 2008). As migrant students insert themselves into segmented spaces, their countries of origin are themselves implicated in a global class hierarchy, often positioning them in ways that refract this world economic order (Kelly, 2…
Design, resistance and the performance of identity on TikTok
Representing the Margins
This article discusses how drama as a multimodal performance can be a powerful means to represent marginalized identities and to stimulate critical thought among teachers and learners about material conditions of existence and social inequalities
From Rural China to the Digital Wilds
Based on data from a qualitative case study of two Chinese university EFL learners from rural backgrounds, Andy and Jimmy, this study traces their progress from being struggling English language learners to confident speakers of English. Drawing on Darvin and Norton's (2015) model of investment that recognizes the intersection of identity, capital, and ideology, this study dissects Andy and Jimmy's engagement with the digital wilds and their nego…
Intercultural communicative competence in the digital age
Discourses surrounding digital technologies have often foregrounded their capacity to connect people however, in reality, online communication can also result in fragmentation, polarization and modes of exclusion. To address these issues, this paper highlights the need for learners to develop a critical digital literacy (CDL) that contributes to a greater understanding of how power and ideologies operate online. By proposing a two-pronged teachin…
Digital Literacies in Tesol
Youth, Technology, and the Hidden Curriculum of the 21st Century
Recognizing that youth are socialized into specific digital practices in unequal ways, this paper asserts that the way technology and new literacies are positioned in schools can potentially marginalize youth of lower social class positions. It argues that students who are not equipped with the economic, cultural, and social resources necessary to acquire digital practices valued by the knowledge economy may not be able to participate agentively …
TikTok and the translingual practices of Filipino domestic workers in Hong Kong
Language, ethnography, and education
Written as a 3-part treatise that weaves together New Literacy Studies (NLS), Bourdieusian theory, and language in education, this volume is a compelling dialogic assertion of how classroom languag
Negotiating gender ideologies and investing in teacher identities
Blog
Social Class, Identity, and Migrant Students
A necessary component of the neoliberal mechanisms of globalization, migration addresses the economic and labor needs of postindustrial countries while producing new modes of social fragmentation and inequality (Crompton, 2008). As migrant students insert themselves into segmented spaces, their countries of origin are themselves implicated in a global class hierarchy, often positioning them in ways that refract this world economic order (Kelly, 2…
Language, ethnography, and education
Written as a 3-part treatise that weaves together New Literacy Studies (NLS), Bourdieusian theory, and language in education, this volume is a compelling dialogic assertion of how classroom languag
Representing the Margins
This article discusses how drama as a multimodal performance can be a powerful means to represent marginalized identities and to stimulate critical thought among teachers and learners about material conditions of existence and social inequalities
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…
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…
Blog
Youth, Technology, and the Hidden Curriculum of the 21st Century
Recognizing that youth are socialized into specific digital practices in unequal ways, this paper asserts that the way technology and new literacies are positioned in schools can potentially marginalize youth of lower social class positions. It argues that students who are not equipped with the economic, cultural, and social resources necessary to acquire digital practices valued by the knowledge economy may not be able to participate agentively …
Creativity and criticality
This paper asserts that creativity and criticality are interlocked constructs that converge through the shared impetus of challenging existing norms, practices and relations of power. Drawing on data from a student YouTube adaptation of a play about Filipino migrants from a literature textbook, it examines how high school students in the Philippines use their linguistic, multimodal and digital resources to retell a prescribed narrative from their…
Commentary
TikTok and the translingual practices of Filipino domestic workers in Hong Kong
Design, resistance and the performance of identity on TikTok
Intercultural communicative competence in the digital age
Discourses surrounding digital technologies have often foregrounded their capacity to connect people however, in reality, online communication can also result in fragmentation, polarization and modes of exclusion. To address these issues, this paper highlights the need for learners to develop a critical digital literacy (CDL) that contributes to a greater understanding of how power and ideologies operate online. By proposing a two-pronged teachin…
Digital Literacies in Tesol
Moving across a genre continuum
Words that don’t translate
Drawing on the pedagogical framework of critical multilingual language awareness, this article demonstrates how the production of a YouTube video explaining lexical gaps can help language learners construct a translanguaging space and invest in decolonizing practices. Based on a study examining the language and literacy practices of university students in Hong Kong, it explores how English majors enrolled in a communications course created three-…
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 …
Unpacking the role of motivation and enjoyment in AI-mediated informal digital learning of English (AI-Idle)
From Rural China to the Digital Wilds
Based on data from a qualitative case study of two Chinese university EFL learners from rural backgrounds, Andy and Jimmy, this study traces their progress from being struggling English language learners to confident speakers of English. Drawing on Darvin and Norton's (2015) model of investment that recognizes the intersection of identity, capital, and ideology, this study dissects Andy and Jimmy's engagement with the digital wilds and their nego…
Language and Identity in Online Spaces
By transforming language and literacy practices, online spaces provide new opportunities for the performance of multiple identities. Through intentional design, users assemble their linguistic and semiotic resources in creative ways, while negotiating the affordances and constraints of platform design. Users also need to recognize norms and conventions that constitute various online cultures and to navigate relations of power. Recognizing that hu…
Exploring AI-mediated informal digital learning of English (AI-Idle)
Recent advancements in natural language processing and large language models have ushered language learning into the age of artificial intelligence (AI).Recognizing the affordances of generative AI tools, this paper aims to examine the degree to which L2 learners accepted and leveraged large language model platforms (e.g.ChatGPT, Bing Chat) for the informal digital learning of English (IDLE) purposes.Employing an explanatory sequential mixed-meth…
The need for critical digital literacies in generative AI-mediated L2 writing
This article asserts that the use of generative AI (GenAI) technologies for L2 writing needs to involve critical digital literacies. Drawing on the initial insights from a case study exploring the GenAI practices of secondary school students in Canada, this paper highlights emergent issues surrounding the dispositions of these learners towards these tools, the designs of platforms, and the material differences in the way these tools generate resp…
Navigating the SLA/T conceptual landscape and investing in transdisciplinary practices
As a scholar from the global South who grew up in the Philippines, a country colonized by Spain and the United States, where English persists as a language of power that reinforces class divisions, I have developed a profound interest in the inequalities and ideologies that circumscribe language learning. Moving across borders as a transnational and residing in Canada, I recognize that the material, cultural, social, linguistic, and semiotic reso…
Texts and countertexts
In the context of resurgent nativism and political backlash against diversity, equity, and inclusion, this special issue of Language Awareness examines how language educators across global contexts are enacting decolonizing and antiracist pedagogies to dismantle dominating discourses that continue to structure classroom life. Drawing on a range of critical theories, contributors explore how colonial and racist ideologies are reproduced through cu…
Critical digital literacies, generative AI, and the negotiation of agency in human-AI interactions
Negotiating gender ideologies and investing in teacher identities
Sociology (18 obras) · Computer Science (13 obras) · Multilingual Education and Policy (13 obras) · Psychology (12 obras) · Second Language Learning and Teaching (11 obras) · Linguistics (10 obras) · Pedagogy (10 obras) · EFL/ESL Teaching and Learning (8 obras) · Literacy, Media, and Education (8 obras) · Negotiation (8 obras)