2010. ‘Globalisation and language teaching’ in
Handbook of Language and Globalisation. Oxford: Blackwell, pp. 287-304
Book editor(s): Coupland, N.
ISBN: 978-1405175814
Summary: This paper examines the rise of Communicative Language Teaching, the ongoing struggle in English language teaching (ELT) to reconcile the global and the local, global textbooks as mediators of ELT and finally, how publishers position learners as cosmopolitan consumers and have set up branded identities for them to aspire to.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): Coupland, N.
ISBN: 978-1405175814
Summary: This paper examines the rise of Communicative Language Teaching, the ongoing struggle in English language teaching (ELT) to reconcile the global and the local, global textbooks as mediators of ELT and finally, how publishers position learners as cosmopolitan consumers and have set up branded identities for them to aspire to.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2010. ‘Researching language and identity’ in
Continuum Companion to Research Methods in Applied Linguistics. UK: Continuum, pp. 337-349
Book editor(s): Paltridge, B. and A. Phakiti.
ISBN: 978-0-8264-9924-0/9925-7
Summary: This paper is a critical discussion of research on second language identities, It examines typical stages in carrying out research, research strategies and techniques, doing narrative identity research and associated problems with this approach and finally, a sample study.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): Paltridge, B. and A. Phakiti.
ISBN: 978-0-8264-9924-0/9925-7
Summary: This paper is a critical discussion of research on second language identities, It examines typical stages in carrying out research, research strategies and techniques, doing narrative identity research and associated problems with this approach and finally, a sample study.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2010. English Language Ideologies in China.
Supervisor(s): Block, D.
Awarding institution: Institute of Education, University of London
Summary: This thesis focuses on English language ideologies (ELI) in an increasingly globalised China, It analyses the sociocultural implications of the ideologies examined. The topic of ELI in China is framed in terms of theories of globalization (with specific emphasis on their economic and cultural dimensions) and theories of language ideologies.
Thesis type: PhD
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Supervisor(s): Block, D.
Awarding institution: Institute of Education, University of London
Summary: This thesis focuses on English language ideologies (ELI) in an increasingly globalised China, It analyses the sociocultural implications of the ideologies examined. The topic of ELI in China is framed in terms of theories of globalization (with specific emphasis on their economic and cultural dimensions) and theories of language ideologies.
Thesis type: PhD
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2010. ‘Engaging with human sociality: thoughts on communication and embodiment’.
Applied Linguistics Review 1/1: 45-56
Summary: This paper examines ‘human sociality’ in terms of how communicative resources are embodied in the people’s interactions in physical and social spaces over a lifetime, and how a theory of mind, individuals’ theories about how minds work, is essential to the ongoing cooperative activity of human beings.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Summary: This paper examines ‘human sociality’ in terms of how communicative resources are embodied in the people’s interactions in physical and social spaces over a lifetime, and how a theory of mind, individuals’ theories about how minds work, is essential to the ongoing cooperative activity of human beings.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2010. ‘Problems portraying migrants in Applied Linguistics research’.
Language Teaching 43/1: 1-14
Summary: This paper explores, in a very personal manner, the problematics of portrayal in Applied Linguistics research, examining what is meant by identity, before moving to the imprecision inherent in the naming of informants in research. It begins with an example from the author’s research and then expands the discussion to wider issues.
Country of research: United Kingdom
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Summary: This paper explores, in a very personal manner, the problematics of portrayal in Applied Linguistics research, examining what is meant by identity, before moving to the imprecision inherent in the naming of informants in research. It begins with an example from the author’s research and then expands the discussion to wider issues.
Country of research: United Kingdom
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2009. ‘Identity in applied linguistics: the need for conceptual exploration’ in
Contemporary Applied Linguistics. Volume 1. UK: Continuum, pp. 215-232
Book editor(s): Wei, L. and V. Cook.
ISBN: 978-1441150219
Summary: This chapter examines critically what are, in the author’s view, the most interesting ways of framing second language identities in present and future research, including the learner as a consumer, as a migrant, as a member of a social class, as an imagined self and as a virtual self.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): Wei, L. and V. Cook.
ISBN: 978-1441150219
Summary: This chapter examines critically what are, in the author’s view, the most interesting ways of framing second language identities in present and future research, including the learner as a consumer, as a migrant, as a member of a social class, as an imagined self and as a virtual self.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2009. The Social Construction of Age in Adult Mexican English Language Learners: An Exploratory Study.
Supervisor(s): Block, D.
Awarding institution: Institute of Education, University of London
Summary: This thesis investigates the social construction of age in the context of English foreign language learning in Mexico. Specifically, it looks at how adults of different ages experience learning a new language and how they enact their age identities as language learners.
Thesis type: PhD
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Supervisor(s): Block, D.
Awarding institution: Institute of Education, University of London
Summary: This thesis investigates the social construction of age in the context of English foreign language learning in Mexico. Specifically, it looks at how adults of different ages experience learning a new language and how they enact their age identities as language learners.
Thesis type: PhD
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2009. Writing about Research Limitations: Writer Visibility and Evaluation in Geology Theses.
Supervisor(s): Hyland, K. and D. Block
Awarding institution: Institute of Education, University of London
Thesis type: PhD
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Supervisor(s): Hyland, K. and D. Block
Awarding institution: Institute of Education, University of London
Thesis type: PhD
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2008. ‘On the appropriateness of the metaphor of LOSS’ in
Language as Commodity: Global Structures, Local Marketplaces. London: Continuum, pp. 187-203.
Book editor(s): Rubdy, R. and P. Tan.
ISBN: 184706423X
Summary: This chapter explores the extent to which the metaphor of LOSS (MoL) is always appropriate as a way of framing discussions of language maintenance and shift in the lives of individuals. It concludes with call for a more nuanced approach to this area of research.
Country of research: United Kingdom
Institutional level: primary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): Rubdy, R. and P. Tan.
ISBN: 184706423X
Summary: This chapter explores the extent to which the metaphor of LOSS (MoL) is always appropriate as a way of framing discussions of language maintenance and shift in the lives of individuals. It concludes with call for a more nuanced approach to this area of research.
Country of research: United Kingdom
Institutional level: primary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2008. ‘Language education and globalization’ in
Encyclopedia of Language and Education: Language Policy and Political Issues in Education. New York: Springer, pp. 31-43.
Book editor(s): May, S. and N.H. Hornberger.
ISBN: 387328750
Summary: This chapter examines globalisation theory before considering its relevance and applications to language education research. The latter discussion is organised in terms of: (1) early developments, (2) work in progress and problems and difficulties and (3) future directions.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): May, S. and N.H. Hornberger.
ISBN: 387328750
Summary: This chapter examines globalisation theory before considering its relevance and applications to language education research. The latter discussion is organised in terms of: (1) early developments, (2) work in progress and problems and difficulties and (3) future directions.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
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