Developing multilingual identity through participation in the languages classroom


主講人:Linda Fisher,英國劍橋大學教授 博士生導師




主講人介紹:琳達?費舍爾是英國劍橋大學博士(PhD)、劍橋大學教育學院教授、博士生導師、劍橋大學麥得琳學院教務長,擔任劍橋大學、牛津大學、倫敦大學、杜倫大學等大學博士學位論文評審專家,擔任多個國際學術刊物匿名評審,是多個學術團體會員,包括英國應用語言學學會、英國教育研究協會、語言學習協會、劍橋語言科學、劍橋雙語聯盟。研究興趣:多語言主義、多語言認同、語言學習中的創造性、與信念圖式相關的隱喻、第二語言教師教育、動機、英語作為額外語言學習者的學術和社會融合、教師教育研究的社會文化視角、語言政策。獲得英國藝術與人文研究委員會(AHRC)大型項目  “開放世界研究計劃”的科研資助,是MEITS項目聯合主持人和教育子課題負責人,也是AHRC另一個大型資助項目Creative  Multilingualism的聯合主持人。近十年發表SSCI論文30多篇,出版專著數部。她的主要教學職責是為現代語言教育學證書碩士生(PGCE)、從事第二語言教育研究的碩士生、從事多語言身份、語言學習者和教師信念、教師教育和動機等研究領域的博士生提供指導。  

內容介紹:While both multilingualism and linguistic identity have been the focus of much  researcher attention in second language acquisition, learners’ multilingual  identity is only now beginning to be researched. In this talk I present the  three key theoretical perspectives on identity (the psychosocial, sociocultural  and poststructural) and examine points of intersection and difference, before  proposing a new framework for a multi-theoretical approach to the  conceptualisation and investigation of multilingual identity. This places it at  the nexus of (a) individual psychological development, (b), the relational and  social, and (c) the historical and contextual. I then present a theorised model  for classroom practice that provides a structure within which individual  learners of a foreign language might explicitly consider their identity and  identifications. Empirical research investigating this model in Secondary School  classrooms in England will be presented. Findings suggest that participation in  dialogic engagement with regard to sociolinguistic knowledge, for example, may  lead to greater investment in language learning.