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Under what conditions do language learners speak? How is a learner's changing identity related to the process of language learning? And what are the implications of learner identities for the English language teacher?
This new edition of Bonny Norton's groundbreaking classic work draws on a longitudinal case study of immigrant women in Canada, suggesting that second language acquisition theory has not given sufficient attention to relations of power between language learners and target language speakers.
This revised and updated new edition takes into account developments in sociocultural research in language learning, and addresses timely topics such as
Integrating research, theory, and classroom practice, this book will be of interest to students, teachers, and researchers in the fields of second language learning and teaching, TESOL, applied linguistics and language planning.
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