Language Identity and Language Ownership: Linguistic Conflicts of First-Year University Writing Students

Abstract

Recently, a body of research has emerged that views language and literacy acquisition from a broad-based sociocultural perspective; a perspective that seeks to explain success or failure of learning from within a social and political context in which the language learning occurs (Lantolf, 1996; Peirce, 1995; Rampton, 1995; Siegal, 1996). It is within this theoretical framework that we align ourselves.

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