Skip to main content Accessibility help

Research tasks on identity in language learning and teaching

  • Bonny Norton (a1) and Peter I. De Costa (a2)


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.

  • View HTML
    • Send article to Kindle

      To send this article to your Kindle, first ensure is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle. Find out more about sending to your Kindle.

      Note you can select to send to either the or variations. ‘’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

      Find out more about the Kindle Personal Document Service.

      Research tasks on identity in language learning and teaching
      Available formats

      Send article to Dropbox

      To send this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Dropbox.

      Research tasks on identity in language learning and teaching
      Available formats

      Send article to Google Drive

      To send this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Google Drive.

      Research tasks on identity in language learning and teaching
      Available formats



Hide All
Given space limitations, titles are given in the original language(s) only. Readers interested in their English translations should contact the author(s).
Abiria, D. M., Early, M. & Kendrick, M. (2013). Plurilingual pedagogical practices in a policy-constrained context: A Northern Ugandan case study. TESOL Quarterly 47.3, 567590.
Andema, S. (2014). Promoting digital literacy in African education: ICT innovations in a Ugandan primary teachers' college. Ph.D. dissertation, University of British Columbia, Canada.
Anya, U. (2011). Connecting with communities of learners and speakers: Integrative ideals, experiences, and motivations of successful black second language learners. Foreign Language Annals 44.3, 441466.
Anya, U. (2017). Speaking blackness in Brazil: Racialized identities in second language learning. New York: Routledge.
Appleby, R. (2012). Desire in translation: White masculinity and TESOL. TESOL Quarterly 47.1, 122147.
Bamgbose, A. (2014). The language factor in development goals. Journal of Multilingual and Multicultural Development 35.7, 646657.
Barkhuizen, G. (ed.) (2017). Reflections on language teacher identity research. London and New York: Routledge.
Barkhuizen, G. (ed.). (2013). Narrative research in applied linguistics. Cambridge: Cambridge University Press.
Barton, D. & Lee, C. K. M. (2012). Redefining vernacular literacies in the age of Web 2.0. Applied Linguistics 33.3, 282298.
Bemporad, C. (2016). ‘Language investment, une notion majeure pour saisir les dynamiques sociales de l'appropriation langagière’, [Language investment, a major construct for understanding social dynamics in language learning]. Langage et Société 157.3, 3955.
Benson, P., Barkhuizen, G., Bodycott, P. & Brown, J. (2013). Second language identity in narratives of study abroad. New York: Palgrave Macmillan.
Blackledge, A. & Creese, A. (2010). Multilingualism: A critical perspective. London and New York: Continuum.
Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner (1997). The Modern Language Journal 91.s1, 863876.
Block, D. (2010). Researching language and identity. In Paltridge, B. & Phakiti, A. (eds.), Continuum companion to research methods in applied linguistics. London: Continuum, 337347.
Block, D. (2014). Social class and applied linguistics. Abingdon: Routledge.
Block, D. & Corona, V. (2014). Exploring class-based intersectionality. Language, Culture and Curriculum 27.1, 2742.
Block, D., Gray, J. & Holborow, M. (2012). Neoliberalism and applied linguistics. London: Routledge.
Blommaert, J. (2009). Ethnography and democracy: Hymes's political theory of language. Text & Talk 29.3, 257276.
Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.
Bourdieu, P. (1991). Language and symbolic power. In Thompson, J. B. (ed.), trans. by Raymond, G. & Adamson, M.. Cambridge: Polity Press.
Bucholtz, M. & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies 7.4–5, 585614.
Canagarajah, A. S. (2008). Language shift and the family: Questions from the Sri Lankan Tamil diaspora. Journal of Sociolinguistics 12.1, 134.
Canagarajah, A. S. (2012). Teacher development in a global profession: An autoethnography. TESOL Quarterly 46.2, 258279.
Canagarajah, A. S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. New York: Routledge.
Canagarajah, S. & De Costa, P. I. (2016). Introduction: Scales analysis, and its uses and prospects in educational linguistics (special issue). Linguistics and Education 34, 110.
Carazzai, M. R. (2013). The process of identity (re)construction of six Brazilian language learners: A poststructuralist ethnographic study. Ph.D. dissertation, Universidade Federal de Santa Catarina, Florionopolis, Brazil.
Chang, Y. J. (2011). Picking one's battles: NNES doctoral students' imagined communities and selections of investment. Journal of Language, Identity & Education 10.4, 213230.
Chueng, Y. L., Said, S. B. & Park, K. (2015). Advanced and current trends in language teacher identity research. Abingdon: Routledge.
Chun, C. (2016). Exploring neoliberal language, discourses and identities. In Preece, S. (ed.), Routledge handbook of language and identity. Abingdon: Routledge, 558571.
Clark, J. B. (2009). Multilingualism, citizenship, and identity: Voices of youth and symbolic investments in an urban, globalized world. London: Bloomsbury Publishing.
Clark, U. (2013). Language and identity in Englishes. New York: Routledge.
Clarke, M. (2008). Language teacher identities: Co-constructing discourse and community. Bristol: Multilingual Matters.
Cogo, A. & Dewey, M. (2012). Analyzing English as a lingua franca: A corpus-driven investigation. London: Continuum.
Copland, F. & Creese, A. (2015). Linguistic ethnography: Collecting, analysing and presenting data. London: Sage.
Creese, A. & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Modern Language Journal 94.1, 103115.
Dagenais, D. (2012). Identities and language teaching in classrooms. In C. A. Chapelle (ed.), The encyclopedia of applied linguistics language learning and teaching. doi: 10.1002/9781405198431.wbeal0520.
Darvin, R. (2015). Representing the margins: Multimodal performance as a tool for critical reflection and pedagogy. TESOL Quarterly 49.3, 590600.
Darvin, R. (2016). Language and identity in the digital age. In Preece, S. (ed.), Routledge handbook of language and identity. Abingdon: Routledge, 523540.
Darvin, R. & Norton, B. (2014). Transnational identity and migrant language learners: The promise of digital storytelling. Education Matters: The Journal of Teaching and Learning 2.1, 5566.
Darvin, R. & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics 35, 3556.
De Costa, P. I. (2007). The chasm widens: The trouble with personal identity in Singapore writing. In Mantero, M. (ed.), Identity and second language learning: Culture, inquiry, and dialogic activity in educational contexts. Charlotte, NC: Information Age Publishing, 190234.
De Costa, P. I. (2010a). From refugee to transformer: A Bourdieusian take on a Hmong learner's trajectory. TESOL Quarterly 44.3, 517541.
De Costa, P. I. (2010b). Let's collaborate: Using developments in global English research to advance socioculturally-oriented SLA identity work. Issues in Applied Linguistics 18.1, 99124.
De Costa, P. I. (2012). Constructing SLA differently: The value of ELF and language ideology in an ASEAN case study. International Journal of Applied Linguistics 22.2, 205224.
De Costa, P. I. (2014). Making ethical decisions in an ethnographic study. TESOL Quarterly 48.2, 413422.
De Costa, P. I. (2016a). Scaling emotions and identification: Insights from a scholarship student. Linguistics and Education 34, 2232.
De Costa, P. I. (2016b). The power of identity and ideology in language learning. Dordrecht, Netherlands: Springer.
De Costa, P. I. & Norton, B. (2016). Identity in language learning and teaching: Research agendas for the future. In Preece, S. (ed.), Routledge handbook of language and identity. Abingdon: Routledge, 586601.
De Costa, P. I. & Canagarajah, A. S. (guest eds.) (2016). Scalar approaches to language teaching and learning (special issue). Linguistics and Education, 34.
De Costa, P. I. & Norton, B. (guest eds.) (2017). Transdisciplinarity and language teacher identity (special issue). Modern Language Journal 101.
De Costa, P. I., Rawal, H. & Zaykovska, I. (guest eds.) (2017). Study abroad in contemporary times: Toward greater methodological diversity and innovation. System 71.
De Fina, A. (2012). Family interaction and engagement with the heritage language: A case study. Multilingua 31.4, 349−79.
De Fina, A. & Baynham, M. (2012). Immigrant Discourse. In C. A. Chapelle (ed.), Encyclopedia of applied linguistics. doi: 10.1002/9781405198431.wbeal0527.
De Fina, A. & Perrino, S. (2013). Transnational identities. Applied Linguistics 345, 509515.
Deters, P., Gao, X., Miller, E. R. & Vitanova, G. (eds.) (2015). Theorizing and analyzing agency in second language learning: Interdisciplinary approaches. Bristol: Multilingual Matters.
Dörnyei, Z. & Ushioda, E. (eds.) (2009). Motivation, language identity and the L2 self. Bristol: Multilingual Matters.
Douglas Fir Group (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal 100 Supplement 2016, 1947.
Duchêne, A. & Heller, M. (eds.) (2012). Language in late capitalism: Pride and profit (vol. 1). Abingdon: Routledge.
Duchêne, A., Moyer, M. & Roberts, C. (eds.) (2013). Language, migration and social inequalities: A critical sociolinguistic perspective on institutions and work. Bristol: Multilingual Matters.
Duff, P. (2008). Case study research in applied linguistics. New York: Taylor & Francis.
Duff, P. (2012). Identity, agency, and second language acquisition. In Gass, S. M. & Mackey, A. (eds.), The Routledge handbook of second language acquisition. New York: Routledge, 410426.
Early, M. & Norton, B. (2013). Narrative inquiry in second language teacher education in rural Uganda. In Barkhuizen, G. (ed.), Narrative research in applied linguistics. Cambridge: Cambridge University Press, 132151.
Early, M. & Norton, B. (2014). Revisiting English as medium of instruction in rural African classrooms. Journal of Multilingual and Multicultural Development 35.7, 674691.
Erling, E. & Seargeant, P. (eds.) (2013). English and development: Policy, pedagogy and globalization. Bristol: Multilingual Matters.
Feinauer, E. & Whiting, E. F. (2012). Examining the sociolinguistic context in schools and neighborhoods of pre-adolescent Latino students: Implications for ethnic identity. Journal of Language, Identity & Education 11.1, 5274.
Friginal, E. & Hardy, J. (2014). Corpus-based sociolinguistics: A guide for students. Abingdon: Routledge.
García, O. & Li, W. (2014). Translanguaging: Language, bilingualism and education. New York: Palgrave Macmillan.
Gatbonton, E., Trofimovich, P. & Segalowitz, N. (2011). Ethnic group affiliation and patterns of development of a phonological variable. Modern Language Journal 95.2, 188204.
Gee, J. P. (2011). Language and learning in the digital age. New York: Routledge.
Gee, J. P. (2013). The anti-education era: Creating smarter students through digital learning. New York: Palgrave Macmillan.
Harissi, M., Otsuji, E. & Pennycook, A. (2012). The performative fixing and unfixing of subjectivities. Applied Linguistics 33.5, 524543.
He, A. W. (2014). Heritage language development and identity construction throughout the life cycle. In Wiley, T. et al. (eds.), Handbook of heritage, community, and Native American languages in the United States: Research, policy, and educational practice. New York: Routledge, 324332.
Heller, M. (2011). Paths to post-nationalism: A critical ethnography of language and identity. Oxford: Oxford University Press.
Higgins, C. (ed.) (2011). Identity formation in globalizing contexts: Language learning in the new millennium. Berlin: De Gruyter Mouton.
Higgins, C. (2015). Intersecting scapes and new millennium identities in language learning. Language Teaching 48, 373389. doi:10.1017/S0261444814000044.
Hornberger, N. (2014). ‘Until I became a professional, I was not consciously, indigenous’: One intercultural bilingual educator's trajectory in indigenous language revitalization. Journal of Language, Identity, and Education 13.4, 283299.
Hyland, K. (2012). Disciplinary identities: Individuality and community in academic discourse. New York: Cambridge University Press.
Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly 40.1, 157181.
Jenks, C. (2012). Doing being reprehensive: Some international features of English as a lingua franca in a chat room. Applied Linguistics 33.4, 386405.
Johnson, D. C. (2013). Positioning the language policy arbiter: Governmentality and footing in the School District of Philadelphia. In Tollefson, J. (ed.), Language policies in education: Critical issues. New York: Routledge, 116136.
Kagan, O. & Dillon, K. (2012). Heritage languages and L2 learning. In Gass, S. M. & Mackey, A. (eds.), The Routledge handbook of second language acquisition. New York: Routledge, 491505.
Kamada, L. (2010). Hybrid identities and adolescent girls. Bristol: Multilingual Matters.
Kanno, Y. & Vandrick, S. (guest eds.) (2014). Social class in language learning and teaching (special issue). Journal of Language, Identity & Education 13.2.
Kanno, Y. & Stuart, C. (2011). Learning to become a second language teacher: identities-in-practice. Modern Language Journal 95.2, 236252.
Kendrick, M. (2016). Literacy and multimodality across global sites. New York & London: Routledge.
Kerfoot, C. & Bello-Nonjengele, B. (2014). Game changers? Multilingual learners in a Cape Town primary school. Applied Linguistics. doi: 10.1093/applin/amu044.
Kibler, A., Valdes, G. & Walqui, A. (2014). What does standards-based educational reform mean for English language learner populations in primary and secondary schools? TESOL Quarterly 2014 Special Topic Issue 48.3, 433453.
King, K. A. & De Fina, A. (2010). Analysis of personal experience and identity in interview talk. Applied Linguistics 31.5, 651670.
King, K. A. & Haboud, M. (2011). International migration and Quichua language shift in the Ecuadorian Andes. In McCarty, T. (ed.), Ethnography and language policy. New York: Routledge, 139159.
Kinginger, C. (2008). Language learning in study abroad: Case studies of Americans in France. Modern Language Journal Monograph Series 1.
Kinginger, C. (2011). National identity and language learning abroad: American students in the post-9/11 era. In Higgins, C. (ed.), Identity formation in globalizing contexts: Language learning in the new millennium. Berlin: De Gruyter Mouton, 147166.
Kramsch, C. (2009). The multilingual subject. Oxford: Oxford University Press.
Kramsch, C. & Whiteside, A. (2007). Three fundamental concepts in second language acquisition and their relevance in multilingual contexts. Modern Language Journal 91, 907922.
Kumaravadivelu, B. (2012). Language teacher education for a global society. New York: Routledge.
Lam, W. S. E. & Warriner, D. S. (2012). Transnationalism and literacy: Investigating the mobility of people, languages, texts, and practices in contexts of migration. Reading Research Quarterly 47.2, 191215.
Leander, K. M. (2008). Toward a connective ethnography of online/offline literacy networks. In Coiro, J., Knobel, M., Lankshear, C. & Leu, D. J. (eds.), Handbook of research on new literacies. New York: Routledge, 3365.
Leeman, J., Rabin, L. & Román-Mendoza, E. (2011). Identity and activism in heritage language education. Modern Language Journal 95.4, 481495.
Lemphane, P. & Prinsloo, M. (2014). Children's digital literacy practices in unequal South African settings. Journal of Multilingual and Multicultural Development 35.7, 783−753.
Liang, M. Y. (2012). Reimagining communicative context: ELF interaction in second life to learn EFL. Journal of Language, Identity, and Education 11, 1634.
Magnan, S. S. & Lafford, B. (2012). Learning through immersion during study abroad. In Gass, S. M. & Mackey, A. (eds.), The Routledge handbook of second language acquisition. New York: Routledge, 525540.
Makoe, P. & McKinney, C. (2014). Linguistic ideologies in multilingual South African suburban schools. Journal of Multilingual and Multicultural Development 35.7, 658673.
Maloney, J. & De Costa, P. I. (2017). Imagining the Japanese heritage learner: A scalar perspective. Language, Discourse, & Society 9.1, 3552.
Manosuthikit, A. & De Costa, P. I. (2016). Ideologizing age in an era of superdiversity: a heritage language practice perspective. Applied Linguistics Review 7.1,125.
Martinec, R. & van Leeuwen, T. J. (2009). The language of new media design: Theory and practice. New York: Routledge.
Mastrella, M. & Norton, B. (2011). Querer é poder? Motivação, identidade e aprendizagem de língua estrangeira. In Mastrella, M. R. (ed.), Afetividade e Emoções no ensino/aprendizagem de línguas: múltiplos olhares. Campinas SP, Brazil: Pontes Editores, 89114.
May, S. (guest ed.) (2014). Deconstructing the urban-rural dichotomy in sociolinguistics: Indigenous perspectives. Journal of Language, Identity & Education 13.4.
Maybin, J. & Tusting, K. (2011). Linguistic ethnography. In Simpson, J. (ed.), Routledge handbook of applied linguistics. Abingdon: Routledge, 515528.
McGroarty, M. (ed.) (2006). Lingua franca languages. Annual Review of Applied Linguistics 26.
McNamara, T. (2012). Poststructuralism and its challenges for applied linguistics. Applied Linguistics 33.5, 473482.
Menard-Warwick, J. (2013). English language teachers on the discursive faultlines: Identities, ideologies, pedagogies. Bristol: Multilingual Matters.
Menken, K. & García, O. (eds.) (2010). Negotiating language policies in schools: Educators as policymakers. New York: Routledge.
Miller, E. (2014). The language of adult immigrants: Agency in the making. Bristol: Multilingual Matters.
Miller, E. & Kubota, R. (2013). Second language identity construction. In Herschensohn, J. & Young-Scholten, M. (eds.), The Cambridge handbook of second language acquisition. New York: Cambridge University Press, 230250.
Morgan, B. & Clarke, M. (2011). Identity in second language teaching and learning. In Hinkel, E. (ed.), Handbook of research in second language teaching and learning (vol. II). New York: Routledge, 817836.
Mori, J. (2012). Tale of two tales: Locally produced accounts and memberships during research interviews with a multilingual speaker. Modern Language Journal 96.4, 489506.
Motha, S. (2014). Race and empire in English language teaching. New York: Teachers College Press.
Motha, S. & Lin, A. (2014). ‘Non-coercive rearrangements’: Theorizing desire in TESOL. TESOL Quarterly 48.2, 331359.
Moussu, L. & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching 41, 315348.
Murray, G., Gao, X. & Lamb, T. (2011). Identity, motivation and autonomy. Bristol: Multilingual Matters.
Namazzi, E. & Kendrick, M. (2014). Multilingual cultural resources in child-headed households in Uganda. Journal of Multilingual and Multicultural Development 35.7, 724737.
Nelson, C. D. (2011). Narratives of classroom life: Changing conceptions of knowledge. TESOL Quarterly 45.3, 463485.
Nesi, H. & Gardner, S. (2012). Genres across the disciplines: Student writing in higher education. Cambridge: Cambridge University Press.
Norton, B. (2013). Identity and language learning: Extending the conversation (2nd edn.). Bristol: Multilingual Matters.
Norton, B. (guest ed.) (2014). Multilingual literacy and social change in African communities. [Special Issue] Journal of Multilingual and Multicultural Development 35.7.
Norton, B. & Early, M. (2011). Researcher identity, narrative inquiry, and language teaching research. TESOL Quarterly 45.3, 415439.
Norton, B., Jones, S. & Ahimbisibwe, D. (2011). Learning about HIV/AIDS in Uganda: Digital resources and language learner identities. Canadian Modern Language Review/La Revue canadienne des langues vivantes 67.4, 568589.
Norton, B. & Morgan, B. (2013). Poststructuralism. In Chapelle, C. (ed.) Encyclopedia of Applied Linguistics. Wiley-Blackwell. doi: 10.1002/9781405198431.wbeal0924.
Norton, B. & Williams, C. J. (2012). Digital identities, student investments and eGranary as a placed resource. Language and Education 26.4, 315329.
Norton, B. & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching 44.4, 412446.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly 29.1, 931.
Ollerhead, S. (2012). ‘Passivity’ or ‘Potential’?: Teacher responses to learner identity in the low-level ESL classroom. Literacy and Numeracy Studies 20.1, 113.
Park, G. (2012). ‘I am never afraid of being recognized as NNES’: One woman teacher's journey in claiming and embracing the NNES identity. TESOL Quarterly 46.1, 127151.
Park, H. (2012). Insight into learners’ identity in the Korean English as a lingua franca context. Journal of Language, Identity & Education 11, 229246.
Park, J. S. & Lo, A. (2012). Transnational South Korea as a site for a sociolinguistics of globalization: Markets, timescales, neoliberalism. Journal of Sociolinguistics 16.2, 147164.
Pennycook, A. (2010). Language as a local practice. New York: Routledge.
Pennycook, A. (2017). Posthumanist applied linguistics. London and New York: Routledge.
Pennycook, A. & Otsuji, E. (2015). Metrolingualism: Language in the city. New York: Routledge.
Piller, I. & Cho, J. (2013). Neoliberalism as language policy. Language in Society 42.1, 2344.
Preece, S (ed.) (2016). Routledge handbook of language and identity. Abingdon: Routledge.
Pujolar, J. & Jones, K. (2012). Literary tourism: New appropriations of landscape and territory in Catalonia. In Duchêne, A. & Heller, M. (eds.), Language in late capitalism: Pride and profit. New York: Routledge, 93115.
Rampton, B. (2011). Style contrasts, migration, and social class. Journal of Pragmatics 43, 12361250.
Rampton, B., Tusting, K., Maybin, J., Barwell, R., Creese, A. & Lytra, V. (2004). Linguistic ethnography in the UK: A discussion paper.
Reeves, J. (2009). Teacher investment in learner identity. Teaching and Teacher Education 25.1, 3441.
Sanches Silva, J. F. (2013). The construction of English teacher identity in Brazil: A study in Mato Grosso do Sul. Ph.D. dissertation, Universidade Federal de Santa Catarina.
Savage, M. et al. (2013). A new model of social class: Findings from the BBC's Great British class survey experiment. Sociology 47.2, 219250.
Sayer, P. (2012). Ambiguities and tensions in English language teaching: Portraits of EFL teachers as legitimate speakers. New York: Routledge.
Shin, S. (2012). Bilingualism in schools and society: Language, identity, and policy. New York: Routledge.
Smythe, S., Hill, C., MacDonald, M., Dagenais, D., Sinclair, N. & Toohey, K. (2017). Disrupting boundaries in education and research. Cambridge: Cambridge University Press.
Snell, J. (2013). Dialect, interaction and class positioning at school: From deficit to difference to repertoire. Language and Education 27.2, 110128.
Snell, J., Shaw, S. & Copland, F. (eds.) (2015). Linguistic ethnography: Interdisciplinary explorations. London: Palgrave.
Snyder, I. & Prinsloo, M. (guest eds.) (2007). The digital literacy practices of young people in marginal contexts. Language and Education: An International Journal 21.3.
Stranger-Johannessen, E. & Norton, B.. (2017). The African storybook and language teacher identity. Modern Language Journal 101, 4560.
Stroud, C. & Wee, L. (2012). Style, identity and literacy: English in Singapore. Buffalo, NY: Multilingual Matters.
Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching 46.2, 195207.
Talmy, S. (2011). The interview as collaborative achievement: Interaction, identity, and ideology in a speech event. Applied Linguistics 32.1, 2542.
Taylor, S. K. & Snoddon, K. (guest eds.) (2013). Plurilingualism in TESOL. TESOL Quarterly 47.3.
Thorne, S. L. (2013). Digital Literacies. In Hawkins, M. (ed.), Framing languages and literacies: socially situated views and perspectives. New York: Routledge, 192218.
Thorne, S. L. & Black, R. (2011). Identity and interaction in internet-mediated contexts. In Higgins, C. (ed.), Identity formation in globalizing contexts: Language learning in the new millennium. Berlin: De Gruyter Mouton, 147166.
Toohey, K., Dagenais, D. & Schulze, E. (2012). Second language learners making video in three contexts. Language and Literacy 14.2, 7596.
Vandrick, S. (2011). Students of the new global elite. TESOL Quarterly 45.1, 160169.
Varghese, M. (2011). Language teacher education and teacher identity. In Hult, F. M. & King, K. A. (eds.), Educational linguistics in practice: Applying the local globally and the global locally. Buffalo, NY: Multilingual Matters, 1626.
Varghese, M. M., Motha, S., Trent, J., Park, G. & Reeves, J. (guest eds.) (2016). Language teacher identity in multilingual settings (special issue). TESOL Quarterly 50.3, 541–783.
Wargo, J. M. (2017). ‘Every Selfie Tells a Story. . .’ LGBTQ youth lifestreams and new media narratives as connective identity texts. New Media and Society 19.4, 560–578.
Warriner, D. S. (2007). ‘Transnational literacies: Immigration, language learning, and identity’, Linguistics and Education 18.3, 201214.
Warschauer, M. & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education 34.1, 179225.
Wernicke, M. (2014). Action-oriented language teaching ‘Ja genau!’ Forum Deutsch: Forschungsforum 22.1.
Wortham, S. & Rhodes, C. (2012). The production of relevant scales: Social identification of migrants during rapid demographic change in one American town. Applied Linguistics Review 3, 7599.
Wyman, L., McCarty, T. & Nicholas, S. (eds.) (2014). Indigenous youth and bi/multilingualism: Language identity, ideology, and practice in dynamic cultural worlds. New York: Routledge.
Xu, H. (2012). Imagined community falling apart: A case study on the transformation of professional identities of novice ESOL teachers in China. TESOL Quarterly 46.3, 568578.
Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Language Teaching
  • ISSN: 0261-4448
  • EISSN: 1475-3049
  • URL: /core/journals/language-teaching
Please enter your name
Please enter a valid email address
Who would you like to send this to? *


Altmetric attention score

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed