Research tasks on identity in language learning and teaching

Abstract

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 theories of identity have developed, and present a theoretical toolkit that might help scholars negotiate the fast evolving research area. In the second section, they present three broad and interrelated research questions relevant to identity in language learning and teaching, and describe nine research tasks that arise from the questions outlined. In the final section, they provide readers with a methodology toolkit to help carry out the research tasks discussed in the second section. By framing the nine proposed research tasks in relation to current theoretical and methodological developments, they provide a contemporary guide to research on identity in language learning and teaching. In doing so, the authors hope to contribute to a trajectory of vibrant and productive research in language education and applied linguistics.

Cite this

Bonny Norton, Peter I. De Costa (2017). Research tasks on identity in language learning and teaching. Language Teaching. https://doi.org/10.1017/s0261444817000325

@article{bonny2017research,
  title  = {Research tasks on identity in language learning and teaching},
  author = {Norton, Bonny and Costa, Peter I. De},
  year   = {2017},
  journal = {Language Teaching},
  doi    = {10.1017/s0261444817000325}
}

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