Learner identity in EFLAn analysis of digital texts of identity in higher education

Referencias bibliográficas

• Adda, A. F., & Campoy, F. I. (2004). Authors in the classroom: A transformative education process. Boston, MA: Pearson.
• Baxter, J. (2016). Positioning language and identity: Poststructuralist perspectives. En S. Preece (Ed.), The Routledge handbook of language and identity (pp. 34-49). London: Routledge.
• Bernhard, J. K. et al. (2006). Identity texts and literacy development among preschool English language learners: Enhancing learning opportunities for children at risk for learning disabilities. Teachers College Record, 108(11), 2380–2405. Retrieved from http://www.tcrecord.org/content.asp?contentid=12809
• Bernhard, J. K. et al. (2008). “Read my story!” Using the Early Authors Program to promote early literacy among diverse, urban preschool children in poverty. Journal of Education for Students Placed at Risk, 13, 76-105. doi: 10.1080/10824660701860458
• Block, D. (2010). Researching language and identity. In B. Paltridge & A. Phakti (Eds.), Continuum companion to research methods in applied linguistics (pp. 337-347). London: Continuum.
• Block, D. (2013). Issues in language and identity research in applied linguistics. ELIA, 13, 11-46. doi: http://dx.doi.org/10.12795/elia.2013.i13.01
• Chapelle, C. A., & Heift, T. (2009). Individual learner differences in CALL: The field independence/dependence (FID) construct. CALICO Journal, 26(2), 246-266. doi:10.1558/cj.v26i2.246-266
• Chen, H-I. (2013). Identity practices of multilingual writers in social networking spaces. Language Learning & Technology, 17(2), 143-170. Retrieved from http://llt.msu.edu/issues/june2013/chen.pdf
• Chow, P., & Cummins, J. (2003). Valuing multilingual and multicultural approaches to learning. In S. R. Schecter & J. Cummins (Eds.), Multilingual education in practice: Using diversity as a resource (pp. 32–61). Portsmouth, NH: Heinemann.
• Coll, C., & Falsafi, L. (2010). Learner identity: An educational and analytical tool. Revista de Educación, 35(3), 211-233. Retrieved from www.revistaeducacion.educacion.es/re353/re353_08.pdf
• Cope, B., & Kalantzis, M. (2015). A pedagogy of multiliteracies: Learning by design. London: Palgrave. Council of Europe (2017). Common European Framework of Reference for Languages: Learning, Teaching, assessment. Companion volume with new descriptors. [Accessed: 20/10/2017]. Retrieved from: https://rm.coe.int/common-european-framework-of-reference-for-languages-learningteaching/168074a4e2
• Cummins, J. (2006). Identity texts: The imaginative construction of self through multiliteracies pedagogy. En O. García et al. (Eds.), Imagining multilingual schools: Language in education and glocalization (pp. 51-68). Clevedon: Multilingual Matters.
• Cummins, J., & Early, M. (2011). Identity texts: The collaborative creation of power in multilingual schools. UK: Trenthan Books.
• Cummins, J. et al. (2005a). ELL students speak for themselves: Identity texts and literacy engagement in multilingual classrooms [Accessed: 07/06/2016]. Retrieved from: http://www.curriculum.org/secretariat/files/ELLidentityTexts.pdf
• Cummins, J. et al. (2005b). Affirming identity in multilingual classrooms. Educational Leadership, 63(1), 38-43. Retrieved from http://www.ascd.org/publications/educationalleadership/sept05/vol63/num01/Affirming-Identity-in-Multilingual-Classrooms.aspx
• Cummins, J. et al. (2015). Identity texts and academic achievement: Connecting the dots in multilingual school settings. TESOL Quarterly, 49(3), 555-581. doi: https://doi.org/10.1002/tesq.241
• Darvin, R. (2016). Language and identity in the digital age. In S. Preece (Ed.), The Routledge handbook of language and identity (pp. 523-539). London: Routledge.
• Darvin, R., & Norton, B. (2014). Transnational identity and migrant language learners: The promise of digital storytelling. Education Matters, 2, 55-66. Retrieved from http://faculty.educ.ubc.ca/norton/Darvin%20and%20Norton.%202014.%20Transnational%20identity%20and%20migrant%20language%20learners.pdf
• Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36-56. doi: 10.1017/S0267190514000191
• De Fina, A. (2015). Narrative and identities. In A. De Fina & A. Georgakopoulou (Eds.), The Handbook of narrative analysis (pp. 351-368). Malden, MA: Wiley Blackwell.
• Dewey. M., & Leung, C. (2010). English in English language teaching: Shifting values and assumptions in changing circumstances. Working Papers in Educational Linguistics, 25(1), 1-15. Retrieved from https://repository.upenn.edu/wpel/vol25/iss1/1/
• Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 9-42). Clevedon: Multilingual Matters.
• Esteban-Guitart, M., & Moll, L. (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31-48. doi: 10.1177/1354067X13515934
• Esteban-Guitart, M., & Saubix, X. (2013). La práctica educativa desde la perspectiva de los fondos de conocimiento e identidad. Teoría de la Educación, 25(2), 189-211. Retrieved from http://revistas.usal.es/index.php/1130-3743/article/view/11583
• Esteban-Guitart, M. et al. (Eds.) (forthcoming). Learning across settings and time in the digital age, Digital Education Review (special issue). http://revistes.ub.edu/index.php/derFong, C. J. et al. (2016). Positioning identity in computer-mediated discourse among ESOL learners. Language Learning & Technology, 20, 142-158. Retrieved from http://llt.msu.edu/issues/october2016/fonglinengle.pdf
• García-Pastor. (2017). Learners’ identities at stake: Digital identity texts in the EFL classroom. Language Value, 9(1), 36-61. Retrieved from http://www.languagevalue.uji.es/index.php/languagevalue/article/view/125
• García-Pastor. (2018). Textos de identidad digitales: Una valiosa herramienta para el estudio de la construcción de la identidad y el aprendizaje lingüístico en ILE. Signos, 50, 24-44. Retrieved from http://www.revistasignos.cl/index.php/signos/article/view/140/59
• Giampapa, F. (2010). Multiliteracies, pedagogy and identities: Teacher and student voices from a Toronto Elementary school. Canadian Journal of Education, 33(2), 407-431. Retrieved from http://www.jstor.org/stable/canajeducrevucan.33.2.407
• González, N. et al. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum.
• González-Lloret, M., & Ortega, L. (2014). Towards technology-mediated TBLT: An introduction. In M. GonzálezLloret & L. Ortega (Eds.), Technology-mediated TBLT: Researching technology and tasks (pp. 1-22). Amsterdam: John Benjamins.
• Gregori-Signes, C. (2008). Integrating the old and the new: Digital storytelling in the EFL classroom. GRETA Journal, 16, 43-49. Retrieved from http://www.citeulike.org/user/acadlit/article/7218020
• Gregori-Signes, C. (2014). Digital Storytelling and multimodal literacy in education. Porta Linguarum, 22, 237-250. Retrieved from http://www.ugr.es/~portalin/articulos/PL_numero22/16%20%20Carmen%20Gregori.pdf
• Gregori-Signes, C., & Pennock-Speck, B. (2012). Digital storytelling as a genre of mediatized selfrepresentations: An introduction. Digital Education Review, 22, 1-8. [Accessed: 12/10/2016]. Retrieved from: http://greav.ub.edu/der
• Herreros, M. (2012). El uso educativo de los relatos digitales personales como herramienta para pensar el Yo (Self). Digital Education Review, 22, 68-79. [Accessed: 30/04/2018]. Retrieved from: http://greav.ub.edu/der
• Herreros, M. (2013). Reflexión sobre la enseñanza aprendizaje de los relatos digitales personales en el bachillerato a través de EVEA y Web 2.0. In C. Gregori-Signes & M. Alcantud-Díaz (Eds.), Experiencias con el relato digital (E-reader version). Valencia: JPM Ediciones. Retrieved from http://www.jpmediciones.es/
• House, J. (2008). What is an ‘intercultural speaker’?. In E. Alcón Soler & M. P. Safont Jordá (Eds.), Intercultural language use and language learning (pp. 7-21). New York: Springer.
• Hull, G. A., & Nelson, M. E. (2005). Locating the semiotic power of multimodality. Written Communication, 22(2), 224-261. doi: 10.1177/0741088304274170
• Ivanič, R. (1998). Writing and identity: The Discoursal construction of identity in academic writing. Amsterdam: John Benjamins.
• Jin, L. (2013). Language development and scaffolding in a sino-american telecollaborative project. Language Learning & Technology, 17(2), 193–219. Retrieved from http://llt.msu.edu/issues/june2013/jin.pdf
• Jones, R. H., & Hafner, C. A. (2012). Understanding digital literacies: A practical introduction. London: Routledge.
• Klimanova, L., & Dembovskaya, S. (2013). L2 identity, discourse, and social networking in Russian. Language Learning & Technology, 17(1), 69–88. Retrieved from http://llt.msu.edu/issues/february2013/klimanovadembovskaya.pdf
• Krashen, S. (1982). Principles and practice in second language acquisition. New York: Pergamon Press.
• Kress, G. (2003). Literacy in the new media age. London: Routledge
• Kress G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of media of contemporary communication. London: Arnold.
• Kress, G. and van Leeuwen, T. (2006). Reading images: The grammar of visual design. London: Routledge.
• Lam, W. S. E. (2000). L2 literacy and the design of the self: A case study of a teenager writing on the Internet. TESOL Quarterly, 34(3), 457-482. doi: 10.2307/3587739
• Lambert, J. (2010). Digital storytelling cookbook. Berkeley, CA: Center for Digital Storytelling.
• Little, D., & Erickson, G. (2015). Learner identity, learner agency, and the assessment of language proficiency: Some reflections prompted by the Common European Framework of Reference for Languages. Annual Review of Applied Linguistics, 35, 120-139. doi: 10.1017/S0267190514000300
• Londoño-Monroy, G. (2012). Aprendiendo en el aula: contando y haciendo relatos digitales personales. Digital Education Review, 22, 19-36. [Accessed: 30/04/2018]. Retrieved from http://greav.ub.edu/der
• Llopart, M., & Esteban-Guitart, M. (2018). Funds of knowledge in 21st century societies: inclusive educational practices for underrepresented students. A literature review. Journal of Curriculum Studies, 50(2), 145-161. doi: https://doi.org/10.1080/00220272.2016.1247913
• Mackey, A. (2015). Identity in applied linguistics. Annual Review of Applied Linguistics, 35, 1-273. doi: https://doi.org/10.1017/S026719051500001X
• Manyak, P. C. (2004). 'What did she say?' Translation in a primary-grade English immersion class. Multicultural Perspectives, 6, 12-18. doi: https://doi.org/10.1207/S15327892mcp0601_3
• Menard-Warwick, J. (2007). ‘Because she made beds. Every day’. Social positioning, classroom discourse, and language learning. Applied Linguistics, 29(2), 267-289. doi:10.1093/applin/amm053
• Mercer, S. (2011). Towards an understanding of language learner self-concept. New York: Springer.
• Mercer, S. (2014). The self from a complexity perspective. In S. Mercer & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp. 160-176). Bristol: Multilingual Matters.
• Montero, M. K. et al. (2013). Activist literacies: Validating aboriginality through visual and literary identity texts. Journal of Language and Literacy Education, 9(1), 73-94. [Accessed: 02/0/2018]. Retrieved from: http://jolle.coe.uga.edu/wp-content/uploads/2013/06/Validating-Aboriginality.pdf
• Norton, B. (1995). Social identity, investment and language learning. TESOL Quarterly, 29(1), 9-31. doi: 10.2307/3587803
• Norton, B. (2010a). Language and identity. In N. Hornberger & S. McKay (Eds.), Sociolinguistics and language education (349-369). Bristol: Multilingual Matters.
• Norton, B. (2010b). Identity, literacy, and English-language teaching. TESL Canada Journal, 28(1), 1-13. doi: https://doi.org/10.18806/tesl.v28i1.1057
• Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Bristol: Multilingual Matters.
• Norton, B. (2014). Identity and poststructuralist theory in SLA. In S. Mercer & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp. 59-74). Bristol: Multilingual Matters.
• Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446. doi:10.1017/S0261444811000309
• Oskoz, A., & Elola, I. (2016). Digital stories: Overview. CALICO Journal, 33(2), 157-173. doi: 10.1558/cj.v33i2.29295
• Pavlenko, A. (2007). Autobiographic narratives as data in applied linguistics. Applied Linguistics, 28(2): 163-188. doi:10.1093/applin/amm008
• Preece, S. (2016). The Routledge handbook of language and identity. London: Routledge.
• Robin, B. R. (2006). The educational uses of digital storytelling [Accessed 05/03/2012]. Retrieved from: https://dsresources.pbworks.com/f/Educaional-Uses-DS.pdf
• Rodríguez-Illera, J. L., & Londoño-Monroy, G. (2009). Los relatos digitales y su interés educativo. Educação, Formação & Tecnologias, 2(1), 5-18. Retrieved from http://eft.educom.pt
• Rosen, L. D. (2010). Rewired: understanding the iGeneration and the way they learn (1st ed.). New York: Palgrave Macmillan.
• Rothery, J., & Stenglin, M. (2005). Entertaining and instructing: Exploring experience through story. In C. Frances & J. R. Martin (Eds.), Genre and institutions: Social processes in the workplace and school (pp. 231-263). London: Continuum.
• Swain, M. (1993). The output hypothesis: Just speaking and writing aren't enough. Canadian Modern Language Review, 50, 158–164. doi: 10.3138/cmlr.50.1.158
• Thorne, S. L., & Black, R. (2007). Language and literacy development in computer-mediated contexts and communities. Annual Review of Applied Linguistics, 27, 133-160. doi: 10.1017/S0267190508070074
• Thorne, S. L., & Black, R. (2011). Identity and interaction in internet mediated contexts. In C. Higgins (Ed.), Identity formation in globalizing contexts: Language learning in the new millennium, vol. 1 (257-278). Berlin: De Gruyter.
• Thorne, S. L. et al. (2015). Technologies, identities, and expressive activity. Annual Review of Applied Linguistics, 35, 215-233. doi: 10.1017/S0267190514000257
• Todorov, T. (1995). Mikhail Bakhtin: The dialogical principle. Minneapolis: University of Minnesota Press.
• Wenger, E. (1998). Communities of practice. Learning, meaning and identity. New York: Cambridge University Press.
• Wodak, R., & Meyer, M. (2004). Methods for critical discourse analysis. London: Sage.
• Wortham, S. (2004). From good student to outcast: The emergence of a classroom identity. Ethos, 32(1), 164-187. Retrieved from http://repository.upenn.edu/gse_pubs/49
• Wortham, S. (2006). Learning identity: The joined local emergence of social identification and academic learning. Cambridge: Cambridge University Press.
• Yi, Y. (2007). Engaging literacy: A biliterate students’ composing practices beyond school. Journal of Second Language Writing, 16, 23–39. doi:10.1016/j.jslw.2007.03.001
• Zhao, Y. (2003). Recent developments in technology and language learning: A literature review and metaanalysis. CALICO Journal, 21(1), 7-27. doi: 10.1558/cj.v21i1.7-27