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Destabilized Identities and Cosmopolitanism across Language and Cultural Borders: Two Case Studies.
14 references·8 citing·31 second hop
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1990The consequences of modernity19,342 cited
  • 2012The Location of Culture17,820 cited
  • 2020Modernity and Self-Identity: Self and Society in the Late Modern Age13,417 cited
  • 1988Feminist practice and poststructuralist theory4,219 cited
  • 1999Global Transformations: Politics, Economics, and Culture3,035 cited
  • 1977The economics of linguistic exchanges2,036 cited
  • 1997Global diasporas: an introduction1,478 cited
  • 2005Intimations of Post-Modernity1,119 cited
  • 1995Modernity : an introduction to modern societies842 cited
  • 1996Multiple Discourses, Multiple Identities: Investment and Agency in Second-Language Learning among Chinese Adolescent Immigrant Students668 cited
  • 1999What's the Subject of Study Abroad?: Race, Gender, and "Living Culture"298 cited
  • 2000Bilingualism and Identity: The Stories of Japanese Returnees117 cited
  • 2001“How am I to become a woman in an American vein?”: Transformations of gender performance in second language learning109 cited

Cited by

  • 2008Pop Culture and Language Learning: Learners’ Stories Informing EFL

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47 cited
  • 2014Narratives of second language identity amongst young English learners in Hong Kong39 cited
  • 2020Learning experiences and identity development of Japanese nursing students through study abroad: a qualitative analysis26 cited
  • 2019Ecological orientations to sociolinguistic scale: Insights from study abroad experiences21 cited
  • 20196. Faith and Language Maintenance in Transnational Places of Worship: Brazilian Christian Settings in London19 cited
  • 2015Motherhood in migration: A focus on family language planning17 cited
  • 2013Heritage language for Chinese Australians : negotiating 'Chineseness' and, capitalising on resources in the lived world5 cited
  • 2008Native English-speaking Students in Hong Kong EFL Classrooms: A Case Study4 cited